Published Paper Details:

This study aim to evaluate the adaptive learning system for students with learning disabilities from the perspective of English language teachers in Abha schools, as well as to identify statistically significant differences in evaluating the adaptive learning system for students with learning disabilities due to English language teachers' varying years of experience and academic qualifications. Data was collected from 75 instructors using online surveys. The findings indicated that English language instructors in Abha schools place a high value on the assessment of the adaptive learning method for students with learning difficulties. Where the cognition of adaptive learning is crucial from the point of view of English teachers in Abha schools. Also, from the perspective of English teachers in Abha schools, the teaching performance for adaptive learning is crucial. In addition, no statistically significant disparities in the assessment of the adaptive learning system for students with learning disabilities in Abha schools were found to be related to teachers' experience or academic qualifications.