VietTESOL International Convention 2026

This presentation reports the design and classroom implementation of automated adaptive learning pathways developed to support undergraduate students’ academic paraphrasing skills. Grounded in formative assessment, mastery learning, and learner autonomy, the model addresses a persistent challenge in EFL writing instruction, where students differ in vocabulary knowledge, sentence restructuring ability, confidence, and revision needs, while teachers cannot always provide immediate individualized feedback. The innovation integrates diagnostic quizzes, rule-based automation, chatbot-supported feedback, mastery checks, and a real-time learning dashboard. Diagnostic quizzes classify learners into personalized pathways according to their paraphrasing needs. A chatbot then functions as a learning partner that supports source use and revision through guiding questions, formative feedback, and academic integrity reminders without producing ready-made answers. Mastery checks trigger adaptive learning loops. Learners who do not meet the 80 percent mastery level receive scaffolded review materials and additional practice, while those who demonstrate mastery progress to more advanced tasks. A real-time dashboard visualizes student progress, enabling the teacher to identify learners who need further support and intervene proactively. Classroom evidence from 70 students showed an average mastery level of 80 percent and helped identify 24 learners for targeted support. The contribution of this model lies in showing how automation, chatbot feedback, and learning analytics can be organized as a practical pedagogical system for personalized writing instruction. The presentation offers an ethical and scalable approach to supporting academic writing in EFL contexts preparing learners for broader English use.