الفهرس 
Chapter I: The Problem and its SignificanceOnly 14 pages are availabe for public view
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Abstract
It is common practice, especially with the advance of technology, that effective teachers adapt their teaching to navigate the complex nature of classroom instruction. However, little research has been carried out in the EFL context on how teacher educators adapt instruction and the effect of adaptive interventions on developing student teachers’ knowledge and skills. The current study addresses this gap in the research literature. It aims at identifying the effectiveness of using an adaptive e-learning platform to develop Faculty of Education EFL majors’ critical and digital literacies. The research follows the quasi-experimental two-group pre-post design. A program using an adaptive e-learning platform was prepared by the researcher. The research sample consisted of (80) male and female Minia University Faculty of Education third-year English majors divided into two equal groups in number (40 for each group). Two instruments were prepared by the researcher and used to collect data for the study. These instruments were the critical literacy test and the digital literacy test. The findings revealed the effectiveness of the program in developing the experimental group participants’ digital and critical literacies as indicated by the statistically significant improvement in their scores in the post-administration of the two tests. These findings were discussed and recommendations and suggestions for further research were made concerning the ongoing debate regarding the role of personalized education. It is concluded that adaptive pedagogy with the help of technology could be an alternative and effective approach to suit the learners’ needs and abilities.