1. A system (100) for improving linguistic proficiency and psychological readiness of pre-service teachers, the system (100) comprising: an input interface unit (102) adapted to receive user data selected from diagnostic responses, linguistic inputs, assessment parameters, or a combination thereof; an input conditioning unit (104), operatively coupled to the input interface unit (102), adapted to preprocess, format, and validate the received user data, wherein the input conditioning unit (104) is adapted to analyse the conditioned data against predefined proficiency criteria aligned with the Common European Framework of Reference (CEFR); and a processing unit (106) operatively coupled to the input conditioning unit (104), characterized in the processing unit (106) is configured to: administer a diagnostic assessment comprising an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof; benchmark results of the diagnostic assessment against predefined proficiency levels; categorize the pre-service teachers into proficiency bands based on the benchmarked results; generate and deliver task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components; structure each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase; integrate within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies; collect self-assessment data and evaluator assessment data using structured rubrics and task evaluation checklists; and administer post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, and strategy awareness.

2. The system (100) as claimed in claim 1, comprising an output unit (108) operatively coupled to the processing unit (106) adapted to display task instructions, instructional language prompts, evaluation rubrics, performance scores, proficiency level indicators, or a combination thereof.

3. The system (100) as claimed in claim 1, wherein the diagnostic assessment comprises Aptis-based grammar, vocabulary, reading, writing, listening, speaking components, or a combination thereof.

4. The system (100) as claimed in claim 1, wherein the processing unit (106) is configured to dynamically modify subsequent task-based intervention modules based on analysed learner performance data and predefined threshold-based evaluation logic.

5. The system (100) as claimed in claim 1,wherein the processing unit (106) is configured to generate reflective self-assessment prompts during the post-task phase, the prompts being mapped to predefined teaching efficacy indicators including classroom management language, instructional communication, and learner engagement parameters.

6. The system (100) as claimed in claim 1, wherein the processing unit (106) is configured to ensure that two language learning strategies selected from cognitive, metacognitive, social, affective, and compensation strategies are embedded within each task-based intervention module.

7. The system (100) as claimed in claim 1, comprising a feedback unit (110) operatively coupled to the processing unit (106), adapted to generate structured performance analytics reports based on learner self-assessment data and evaluator assessment data, the reports indicating quantified changes in proficiency band levels and psychological readiness metrics.

8. A method (300) for improving linguistic proficiency and psychological readiness of pre-service teachers, the method (300) is characterized by steps of: administering a diagnostic assessment comprising an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof; benchmarking results of the diagnostic assessment against predefined proficiency levels; categorizing the pre-service teachers into proficiency bands based on the benchmarked results; generating and delivering task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components; structuring each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase; and integrating within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies.

9. The method (300) as claimed in claim 8, comprising a step of collecting self-assessment data and evaluator assessment data using structured rubrics and task evaluation checklists.

10. The method (300) as claimed in claim 8, comprising a step of administering post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, strategy awareness, or a combination thereof. Date: March 09, 2026 Place: Noida Nainsi Rastogi Patent Agent (IN/PA-2372) Agent for the Applicant

Description:BACKGROUND
Field of Invention
[001] Embodiments of the present invention generally relate to educational technology and computer-implemented instructional systems and particularly to a system and method for improving linguistic proficiency and psychological readiness of pre-service teachers.
Description of Related Art
[002] Pre-service teachers enrolled in teacher education programs often demonstrate inadequate English language proficiency and limited classroom instructional language competence. Many candidates who qualify through state-level entrance examinations possess restricted communicative ability in English, that affects classroom explanation, learner interaction, feedback delivery, and instructional clarity. In multilingual educational contexts, insufficient linguistic command directly impacts classroom effectiveness.
[003] In addition to language limitations, pre-service teachers frequently exhibit low language self-efficacy, weak teaching confidence, and limited awareness of structured language learning strategies. These factors collectively reduce preparedness for real classroom environments and adversely affect instructional quality.
[004] Existing teacher education programs typically rely on Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), lecture-based instruction, and examination-oriented evaluation models. Institutions also adopt short-term workshops, digital language platforms, reflective practice modules, and self-efficacy training sessions to enhance English proficiency and pedagogical confidence.
[005] Some programs utilize standardized proficiency frameworks such as the Common European Framework of Reference (CEFR) and Aptis-based assessment tools for benchmarking language skills. These approaches attempt to strengthen either language competence or teaching practice within pre-service training curricula.
[006] However, present solutions often address linguistic competence and psychological readiness in isolation. Many task-based and communicative models emphasize discrete skill acquisition without systematic linkage to self-efficacy or teaching efficacy parameters. Assessment practices frequently rely on end-term evaluation rather than structured pre- and post-intervention benchmarking.
[007] Strategy instruction generally focuses on a single learning strategy per task, that limits holistic development. Furthermore, adaptation of tasks based on measured proficiency bands lacks structured analytical architecture. As a result, current systems fail to provide an integrated and measurable framework that concurrently enhances language proficiency, classroom instructional competence, and psychological preparedness.
[008] There is thus a need for an improved and advanced system and method for improving linguistic proficiency and psychological readiness of pre-service teachers that can administer the aforementioned limitations in a more efficient manner.
SUMMARY
[009] Embodiments in accordance with the present invention provide a system for improving linguistic proficiency and psychological readiness of pre-service teachers. The system comprising an input interface unit adapted to receive user data selected from diagnostic responses, linguistic inputs, assessment parameters, or a combination thereof. The system further comprising an input conditioning unit operatively coupled to the input interface unit, adapted to preprocess, format, and validate the received user data. The input conditioning unit is adapted to analyse the conditioned data against predefined proficiency criteria aligned with the Common European Framework of Reference (CEFR). The system further comprising a processing unit operatively coupled to the input conditioning unit. The processing unit is configured to administer a diagnostic assessment comprising of an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof; benchmark results of the diagnostic assessment against predefined proficiency levels; categorize the pre-service teachers into proficiency bands based on the benchmarked results; generate and deliver task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components; structure each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase; integrate within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies; collect self-assessment data and evaluator assessment data using structured rubrics and task evaluation checklists; and administer post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, and strategy awareness.
[0010] Embodiments in accordance with the present invention further provide a method for improving linguistic proficiency and psychological readiness of pre-service teachers. The method comprising steps of administering a diagnostic assessment comprising of an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof; benchmarking results of the diagnostic assessment against predefined proficiency levels; categorizing the pre-service teachers into proficiency bands based on the benchmarked results; generating and delivering task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components; structuring each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase; and integrating within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies.
[0011] Embodiments of the present invention may provide a number of advantages depending on their particular configuration. First, embodiments of the present application may provide a system for improving linguistic proficiency and psychological readiness of pre-service teachers.
[0012] Next, embodiments of the present application may provide a system that enables structured benchmarking of linguistic proficiency through standardized diagnostic evaluation aligned with internationally recognized proficiency frameworks.
[0013] Next, embodiments of the present application may provide a system that facilitates adaptive generation of task-based intervention modules based on categorized proficiency bands and predefined performance thresholds.
[0014] Next, embodiments of the present application may provide a system that integrates multiple language learning strategies within individual task modules to enhance both language competence and cognitive engagement.
[0015] Next, embodiments of the present application may provide a system that provides dual-layer performance evaluation through learner self-assessment and evaluator-based assessment using structured rubrics and analytics.
[0016] Next, embodiments of the present application may provide a system that produces measurable improvement indicators for linguistic proficiency, classroom instructional competence, language self-efficacy, and teaching efficacy through pre- and post-intervention comparative analysis.
[0017] These and other advantages will be apparent from the present application of the embodiments described herein.
[0018] The preceding is a simplified summary to provide an understanding of some embodiments of the present invention. This summary is neither an extensive nor exhaustive overview of the present invention and its various embodiments. The summary presents selected concepts of the embodiments of the present invention in a simplified form as an introduction to the more detailed description presented below. As will be appreciated, other embodiments of the present invention are possible utilizing, alone or in combination, one or more of the features set forth above or described in detail below.
BRIEF DESCRIPTION OF THE DRAWINGS
[0019] The above and still further features and advantages of embodiments of the present invention will become apparent upon consideration of the following detailed description of embodiments thereof, especially when taken in conjunction with the accompanying drawings, and wherein:
[0020] FIG. 1 illustrates a block diagram of a system for improving linguistic proficiency and psychological readiness of pre-service teachers, according to an embodiment of the present invention;
[0021] FIG. 2 illustrates a block diagram of a processing unit of the system for improving linguistic proficiency and psychological readiness of the pre-service teachers, according to an embodiment of the present invention; and
[0022] FIG. 3 depicts a flowchart of a method for improving linguistic proficiency and psychological readiness of the pre-service teachers, according to an embodiment of the present invention.
[0023] The headings used herein are for organizational purposes only and are not meant to be used to limit the scope of the description or the claims. As used throughout this application, the word "may" is used in a permissive sense (i.e., meaning having the potential to), rather than the mandatory sense (i.e., meaning must). Similarly, the words “include”, “including”, and “includes” mean including but not limited to. To facilitate understanding, like reference numerals have been used, where possible, to designate like elements common to the figures. Optional portions of the figures may be illustrated using dashed or dotted lines, unless the context of usage indicates otherwise.
DETAILED DESCRIPTION
[0024] The following description includes the preferred best mode of one embodiment of the present invention. It will be clear from this description of the invention that the invention is not limited to these illustrated embodiments but that the invention also includes a variety of modifications and embodiments thereto. Therefore, the present description should be seen as illustrative and not limiting. While the invention is susceptible to various modifications and alternative constructions, it should be understood, that there is no intention to limit the invention to the specific form disclosed, but, on the contrary, the invention is to cover all modifications, alternative constructions, and equivalents falling within the scope of the invention as defined in the claims.
[0025] In any embodiment described herein, the open-ended terms "comprising", "comprises”, and the like (which are synonymous with "including", "having” and "characterized by") may be replaced by the respective partially closed phrases "consisting essentially of", “consists essentially of", and the like or the respective closed phrases "consisting of", "consists of”, the like.
[0026] As used herein, the singular forms “a”, “an”, and “the” designate both the singular and the plural, unless expressly stated to designate the singular only.
[0027] As used herein, the term “pre-service teachers” refers to individuals who are enrolled in a formal teacher education or teacher training program and who have not yet commenced full-time professional teaching practice in a recognized educational institution. The pre-service teachers may include, but are not limited to, candidates pursuing undergraduate teacher education programs, postgraduate teacher education programs, diploma-level teacher training programs, certificate-based pedagogical training programs, alternative certification pathways, integrated teacher preparation courses, and so forth.
[0028] The pre-service teachers may be undergoing academic coursework, practicum preparation, supervised teaching practice, induction-phase training, or pedagogical skill development prior to formal appointment as professional teachers. Embodiments of the present invention are intended to include or otherwise cover any individual engaged in structured teacher preparation prior to independent classroom appointment, including individuals enrolled in known, related art, and/or later developed teacher education frameworks.
[0029] As used herein, the term “evaluators” refers to individuals or authorized entities responsible for assessing, reviewing, scoring, validating, or providing feedback on linguistic performance, instructional competence, psychological readiness indicators, or strategy utilization of pre-service teachers. The evaluators may include, but are not limited to, teacher educators, faculty members of teacher training institutes, academic supervisors, practicum mentors, instructional coordinators, assessment officers, certified language assessors, external examiners, automated assessment systems, artificial intelligence-based evaluation engines, and so forth.
[0030] The evaluators may perform structured or semi-structured evaluation activities including rubric-based scoring, checklist validation, qualitative feedback generation, lesson plan assessment, classroom simulation review, strategy application analysis, and comparative performance benchmarking. Embodiments of the present invention are intended to include or otherwise cover any human evaluator, institutional evaluator, digital evaluator, automated scoring system, or hybrid evaluation framework, including known, related art, and/or later developed evaluation technologies.
[0031] FIG. 1 illustrates a block diagram of a system 100 for improving linguistic proficiency and psychological readiness of the pre-service teachers according to an embodiment of the present invention. In an embodiment of the present invention, the system 100 may be configured for implementation during an initial induction phase of the pre-service teachers’ education programs. The system 100 may tailor diagnostic assessment parameters and task-based intervention modules specifically for first-year pre-service teachers to establish foundational linguistic and psychological readiness prior to supervised teaching practice. The system 100 may be scalable, adaptive, and structured to process learner data, benchmark proficiency levels, generate task-based intervention modules, and produce measurable linguistic and psychological performance outputs.
[0032] According to the embodiments of the present invention, the system 100 may incorporate non-limiting hardware components to enhance the processing speed and efficiency such as the system 100 may comprise an input interface unit 102, an input conditioning unit 104, a processing unit 106, an output unit 108, and a feedback unit 110. In an embodiment of the present invention, the system 100 may include a memory for storing executable instructions that enable structured assessment administration, proficiency benchmarking, adaptive module generation, and performance analytics. In an embodiment of the present invention, the hardware components of the system 100 may be integrated with computer-executable instructions for overcoming the challenges and the limitations of the existing systems.
[0033] In an embodiment of the present invention, the input interface unit 102 may be adapted to receive user data from the pre-service teachers and evaluators. The user data may be, but not limited to, the diagnostic responses, the linguistic inputs, the assessment parameters, the rubric selections, the evaluator scores, and so forth. The input interface unit 102 may comprise graphical interfaces, web-based forms, mobile application interfaces, or institutional learning management systems. The received user data may include responses to an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, a reflective prompt, a structured evaluation checklist, and so forth. Embodiments of the present invention are intended to include any form of structured or semi-structured data input suitable for proficiency evaluation and intervention control.
[0034] In an embodiment of the present invention, the input interface unit 102 may comprise web-based data collection platforms including institutional learning management systems, cloud-based form interfaces, or structured digital survey platforms. The input interface unit 102 may enable scalable deployment across geographically distributed teacher education institutes.
[0035] The input interface unit 102 may be, but not limited to, a graphical user interface, a web-based interface, a mobile application interface, a desktop application interface, an institutional learning management system interface, a cloud-based form interface, an application programming interface, and so forth. Embodiments of the present invention are intended to include or otherwise cover any type of the input interface unit 102, including known, related art, and/or later developed technologies.
[0036] In an embodiment of the present invention, the input interface unit 102 may transmit the received data to the input conditioning unit 104. The input conditioning unit 104 may be adapted to preprocess the received user data to generate conditioned data parameters suitable for standardized evaluation. The preprocessing may include validation of responses, normalization of scoring formats, error detection, and alignment of response data with predefined proficiency criteria aligned with the Common European Framework of Reference (CEFR).
[0037] The input conditioning unit 104 may be, but not limited to, a data preprocessing module, a validation engine, a normalization engine, a formatting engine, a rule-based filtering module, a machine learning-based data conditioning module, and so forth. Embodiments of the present invention are intended to include or otherwise cover any type of the input conditioning unit 104, including known, related art, and/or later developed technologies.
[0038] In an embodiment of the present invention, the conditioned data parameters may be transmitted to the processing unit 106 operatively coupled to the input conditioning unit 104 and the memory for storing executable instructions. The processing unit 106 may be configured to administer diagnostic assessments comprising the English Language Proficiency (ELP) test, the Classroom English Proficiency (CEP) test, Aptis-based grammar, vocabulary, reading, writing, listening, speaking components, and so forth. The processing unit 106 may benchmark assessment results of the diagnostic assessment against predefined proficiency levels and categorize the pre-service teachers into proficiency bands based on the benchmarked results. Based on the categorized proficiency bands, the processing unit 106 may generate task-based language intervention modules. The modules may be, but not limited to, listening, speaking, reading, writing, and classroom instructional language. The processing unit 106 may structure each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase to ensure controlled progression of instructional activities.
[0039] In an embodiment of the present invention, the processing unit 106 may integrate with each task multiple language learning strategies within each task-based intervention module. The strategies may be, but not limited to, memory strategies, cognitive strategies, metacognitive strategies, social strategies, affective strategies, and compensation strategies. The processing unit 106 may associate selected strategies with predefined instructional parameters and proficiency objectives.
[0040] In an embodiment of the present invention, the processing unit 106 may further apply predefined threshold-based evaluation logic to analyse learner performance data. When performance values fall below threshold levels, the processing unit 106 may configured to dynamically modify subsequent task-based intervention modules to ensure adaptive progression across proficiency bands. Post-intervention assessment data may be generated by the processing unit 106 to measure quantified improvements in linguistic proficiency, language self-efficacy, teaching efficacy, and strategy awareness. The measured outputs may be, but not limited to, proficiency band transitions, rubric-based scores, and comparative performance indicators.
[0041] In an embodiment of the present invention, the processing unit 106 may be configured to generate reflective self-assessment prompts during the post-task phase, the prompts being mapped to predefined teaching efficacy indicators including classroom management language, instructional communication, and learner engagement parameters. In an embodiment of the present invention, the processing unit 106 may be configured to ensure that two language learning strategies are selected from cognitive, metacognitive, social, affective, and compensation strategies that may be embedded within each of the task-based intervention module.
[0042] The processing unit 106 may be, but not limited to, a microprocessor, a central processing unit, a digital signal processor, a field programmable gate array, an application specific integrated circuit, a cloud-based processing server, a distributed computing engine, and so forth. Embodiments of the present invention are intended to include or otherwise cover any type of the processing unit 106, including known, related art, and/or later developed technologies. The processing unit 106 may further be explained in detail in conjunction with FIG. 2.
[0043] In an embodiment of the present invention, the processed outputs may be transmitted to the output unit 108. The output unit 108 may be adapted to display task instructions, instructional language prompts, evaluation rubrics, performance scores, proficiency level indicators, and so forth. The output unit 108 may provide dashboard displays, institutional reports, or learner-facing performance summaries.
[0044] The output unit 108 may be, but not limited to, a display screen, a dashboard interface, a reporting module, a graphical visualization module, a printable reporting interface, a mobile notification interface, an audio output interface, and so forth. Embodiments of the present invention are intended to include or otherwise cover any type of the output unit 108, including known, related art, and/or later developed technologies.
[0045] In an embodiment of the present invention, the feedback unit 110 may be operatively coupled to the processing unit 106. The feedback unit 110 may be adapted to generate structured performance analytics reports based on learner self-assessment data and evaluator assessment data, the reports indicating quantified changes in proficiency band levels and psychological readiness metrics. The feedback unit 110 may produce quantified analytics representing changes in proficiency levels and psychological readiness metrics across intervention cycles.
[0046] The feedback unit 110 may be, but not limited to, an analytics engine, a performance reporting module, a comparative analysis module, a threshold evaluation engine, a recommendation generation module, a predictive analytics module, and so forth. Embodiments of the present invention are intended to include or otherwise cover any type of the feedback unit 110, including known, related art, and/or later developed technologies.
[0047] FIG. 2 illustrates components of the processing unit 106 of the system 100, according to an embodiment of the present invention. The processing unit 106 may comprise a diagnostic assessment module 200, a benchmarking module 202, a task generation module 204, and an evaluation module 206. The modules may collectively enable structured assessment, proficiency band determination, adaptive task control, and measurable performance analytics.
[0048] In an embodiment of the present invention, the diagnostic assessment module 200 may be configured to administer diagnostic assessment to the pre-service teachers. The diagnostic assessment module 200 may be configured to generate and control the English Language Proficiency (ELP) test and the Classroom English Proficiency (CEP) test, and so forth. The English Language Proficiency (ELP) test may evaluate parameters such as, but not limited to, grammar, vocabulary, listening, speaking, reading, writing, and so forth. The Classroom English Proficiency (CEP) test may evaluate classroom instructional language, explanation clarity, questioning techniques, interaction parameters, and so forth. The diagnostic assessment module 200 may be configured to receive conditioned user data from the input conditioning unit 104. The diagnostic assessment module 200 may be configured to compute sectional scores and aggregate scores representing baseline proficiency levels.
[0049] In an embodiment of the present invention, the diagnostic assessment module 200 may be configured to administer a qualitative diagnostic interaction module. The qualitative diagnostic interaction module may conduct structured or semi-structured interviews with the pre-service teachers and the evaluators to identify baseline language confidence levels, perceived teaching efficacy gaps, and awareness of language learning strategies. The diagnostic assessment module 200 may be configured to convert qualitative responses into structured diagnostic parameters using predefined confidence indicators stored in memory. The generated confidence indicators may be transmitted to the benchmarking module 202 for integrated proficiency and psychological profiling.
[0050] The computed assessment data may be transmitted to the benchmarking module 202.
[0051] In an embodiment of the present invention, the benchmarking module 202 may be configured to receive assessment data from the diagnostic assessment module 200. The benchmarking module 202 may be configured to compare computed scores against predefined proficiency levels aligned with Common European Framework of Reference (CEFR) criteria stored in the memory. The benchmarking module 202 may be configured to normalize scores, apply predefined threshold values, and determine proficiency band allocation. The proficiency bands may represent incremental levels of linguistic competence. In an exemplary scenario, if the computed assessment score exceeds a predefined upper threshold, the benchmarking module 202 may assign a higher proficiency band. If the computed assessment score falls below a predefined threshold, the benchmarking module 202 may be configured to assign a lower proficiency band.
[0052] In an embodiment of the present invention, the benchmarking module 202 may be configured to categorize proficiency bands within a predefined range corresponding to Common European Framework of Reference (CEFR) levels A1, A2, B1, and B2. The benchmarking module 202 may be configured to assign proficiency levels based on score thresholds stored in memory. Further, each threshold corresponds to predefined linguistic competency descriptors aligned with Common European Framework of Reference (CEFR) standards.
[0053] The determined proficiency band may be transmitted to the task generation module 204.
[0054] In an embodiment of the present invention, the task generation module 204 may be configured to receive proficiency band data from the benchmarking module 202. The task generation module 204 may be configured to generate task-based language intervention modules corresponding to the assigned proficiency band. The generated modules may be, but not limited to, listening activities, speaking simulations, reading exercises, writing tasks, and classroom instructional language components, and so forth. The task generation module 204 may structure each intervention module into a pre-task phase, a while-task phase, and a post-task phase.
[0055] The task generation module 204 may be configured to integrate multiple language learning strategies within each task. The strategies may be, but not limited to, memory strategies, cognitive strategies, metacognitive strategies, social strategies, affective strategies, and compensation strategies, and so forth. In an exemplary scenario, if learner performance data satisfies predefined threshold criteria, the task generation module 204 may be configured to generate higher-complexity tasks. If learner performance data does not satisfy threshold criteria, the task generation module 204 may generate reinforcement tasks corresponding to the assigned proficiency band.
[0056] In an embodiment of the present invention, the task generation module 204 may be configured to associate each pre-task phase with predefined self-efficacy statements stored in memory. The predefined self-efficacy statements may correspond to instructional communication confidence, classroom management language confidence, and learner engagement confidence indicators. During the pre-task phase, the task generation module 204 may be configured to present the predefined self-efficacy statements through the output unit 108 to prompt reflective cognitive alignment prior to task execution. The evaluation module 206 may measure changes in self-efficacy indicators between pre-task and post-task stages. The generated task modules may be transmitted to the output unit 108 for presentation.
[0057] In an embodiment of the present invention, the evaluation module 206 may be configured to receive learner self-assessment data and evaluator assessment data associated with executed task modules. The evaluation module 206 may be configured to process rubric scores, checklist parameters, structured evaluation inputs, and so forth. The evaluation module 206 may be configured to compute comparative performance indicators between baseline assessment data and post-intervention assessment data. The computed indicators may represent quantified changes in linguistic proficiency, language self-efficacy, teaching efficacy, strategy awareness, and so forth.
[0058] In an exemplary scenario, if the computed improvement exceeds predefined performance criteria, the evaluation module 206 may be configured to generate progression indicators reflecting proficiency band advancement. If the computed improvement does not satisfy predefined criteria, the evaluation module 206 may be configured to generate recommendation parameters for additional intervention cycles.
[0059] In an embodiment of the present invention, the evaluation module 206 may be configured to evaluate instructional language integration within lesson plans generated by the pre-service teachers. The evaluation module 206 may analyse lesson plan instructional components including explanation clarity, questioning techniques, transition language, and classroom management dialogue structures. The evaluation module 206 may be configured to generate instructional language competency indicators representing structured classroom communication readiness. The generated indicators may be incorporated into overall teaching efficacy metrics.
[0060] In an embodiment of the present invention, the language learning strategies integrated within each task-based intervention module may be derived from a standardized Strategy Inventory for Language Learning (SILL) framework. The processing unit 106 may map selected strategies to predefined Strategy Inventory for Language Learning (SILL) parameters stored in memory to ensure standardized strategy categorization. The evaluation module 206 may be configured to generate strategy utilization indices based on predefined Strategy Inventory for Language Learning (SILL) benchmarks to measure structured strategy awareness progression.
[0061] In an embodiment of the present invention, the evaluation module 206 may be configured to compare performance indicators across intervention cycles and dynamically adjust subsequent task-based intervention modules through the task generation module 204. The iterative intervention loop may continue until predefined linguistic and psychological readiness benchmarks are satisfied.
[0062] In an embodiment of the present invention, the evaluation module 206 may be configured to compute separate quantified indicators for language self-efficacy, teaching efficacy, and language learning strategy awareness. The language self-efficacy indicator may correspond to confidence in linguistic performance. The teaching efficacy indicator may correspond to classroom instructional effectiveness. The strategy awareness indicator may correspond to conscious application of predefined language learning strategies. Each indicator may be independently benchmarked and collectively aggregated to produce an integrated psychological readiness score. The evaluation module 206 may be configured to transmit performance analytics data to the feedback unit 110 for report generation and to the output unit 108 for display.
[0063] In an exemplary embodiment of the present invention, the diagnostic assessment module 200 may administer the English Language Proficiency (ELP) test and the Classroom English Proficiency (CEP) test to a pre-service teacher referred to as Alice. Upon computation of assessment scores, the benchmarking module 202 may determine that the scores exceed predefined threshold criteria aligned with the Common European Framework of Reference (CEFR) descriptors and categorize Alice within a higher proficiency band corresponding to Common European Framework of Reference (CEFR) level B2. The task generation module 204 may generate higher-complexity task-based intervention modules including advanced classroom simulations and instructional communication refinement tasks, each structured into the pre-task phase, the while-task phase, and the post-task phase. The task generation module 204 may embed at least two language learning strategies selected from metacognitive, social, cognitive, affective, memory, and compensation strategies. The evaluation module 206 may compute comparative performance indicators and generate progression indicators representing refinement of instructional language and improvement in teaching efficacy metrics.
[0064] In an exemplary embodiment of the present invention, the diagnostic assessment module 200 may administer the English Language Proficiency (ELP) test and the Classroom English Proficiency (CEP) test to a pre-service teacher referred to as Bob. Upon computation of assessment scores, the benchmarking module 202 may determine that the scores fall below predefined threshold criteria aligned with Common European Framework of Reference (CEFR) descriptors and categorize Bob within a lower proficiency band corresponding to Common European Framework of Reference (CEFR) level A1. The task generation module 204 may generate foundational task-based intervention modules including vocabulary reinforcement exercises, structured sentence formation drills, controlled speaking practice modules, and scaffolded classroom explanation templates, each structured into a pre-task phase, a while-task phase, and a post-task phase. The task generation module 204 may embed at least two language learning strategies selected from memory, compensation, cognitive, affective, social, and metacognitive strategies. The evaluation module 206 may compute comparative performance indicators and, based on predefined threshold evaluation logic, may trigger adaptive regeneration of reinforcement tasks or generate proficiency band progression indicators.
[0065] FIG. 3 depicts a flowchart of a method 300 for improving linguistic proficiency and psychological readiness of the pre-service teachers, according to an embodiment of the present invention.
[0066] At step 302, the system 100 may administer the diagnostic assessment comprising the English Language Proficiency (ELP) test, the Classroom English Proficiency (CEP) test, and so forth.
[0067] At step 304, the system 100 may benchmark results of the diagnostic assessment against predefined proficiency levels.
[0068] At step 306, the system 100 may categorize the pre-service teachers into proficiency bands based on the benchmarked results.
[0069] At step 308, the system 100 may generate and deliver task-based language intervention modules corresponding to the categorized proficiency bands. The modules may include listening, speaking, reading, writing, and classroom instructional language components.
[0070] At step 310, the system 100 may structure each task-based intervention module into the pre-task phase, the while-task phase, and the post-task phase.
[0071] At step 312, the system 100 may integrate within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies.
[0072] At step 314, the system 100 may collect the self-assessment data and the evaluator assessment data using structured rubrics and task evaluation checklists.
[0073] At step 316, the system 100 may administer the post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, and strategy awareness.
[0074] While the invention has been described in connection with what is presently considered to be the most practical and various embodiments, it is to be understood that the invention is not to be limited to the disclosed embodiments, but on the contrary, is intended to cover various modifications and equivalent arrangements included within the scope of the appended claims.
[0075] This written description uses examples to disclose the invention, including the best mode, and also to enable any person skilled in the art to practice the invention, including making and using any devices or systems and performing any incorporated methods. The patentable scope of the invention is defined in the claims, and may include other examples that occur to those skilled in the art. Such other examples are intended to be within the scope of the claims if they have structural elements that do not differ from the literal language of the claims, or if they include equivalent structural elements within substantial differences from the literal languages of the claims. , Claims:CLAIMS
I/We Claim:
1. A system (100) for improving linguistic proficiency and psychological readiness of pre-service teachers, the system (100) comprising:
an input interface unit (102) adapted to receive user data selected from diagnostic responses, linguistic inputs, assessment parameters, or a combination thereof;
an input conditioning unit (104), operatively coupled to the input interface unit (102), adapted to preprocess, format, and validate the received user data, wherein the input conditioning unit (104) is adapted to analyse the conditioned data against predefined proficiency criteria aligned with the Common European Framework of Reference (CEFR); and
a processing unit (106) operatively coupled to the input conditioning unit (104), characterized in the processing unit (106) is configured to:
administer a diagnostic assessment comprising an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof;
benchmark results of the diagnostic assessment against predefined proficiency levels;
categorize the pre-service teachers into proficiency bands based on the benchmarked results;
generate and deliver task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components;
structure each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase;
integrate within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies;
collect self-assessment data and evaluator assessment data using structured rubrics and task evaluation checklists; and
administer post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, and strategy awareness.
2. The system (100) as claimed in claim 1, comprising an output unit (108) operatively coupled to the processing unit (106) adapted to display task instructions, instructional language prompts, evaluation rubrics, performance scores, proficiency level indicators, or a combination thereof.
3. The system (100) as claimed in claim 1, wherein the diagnostic assessment comprises Aptis-based grammar, vocabulary, reading, writing, listening, speaking components, or a combination thereof.
4. The system (100) as claimed in claim 1, wherein the processing unit (106) is configured to dynamically modify subsequent task-based intervention modules based on analysed learner performance data and predefined threshold-based evaluation logic.
5. The system (100) as claimed in claim 1,wherein the processing unit (106) is configured to generate reflective self-assessment prompts during the post-task phase, the prompts being mapped to predefined teaching efficacy indicators including classroom management language, instructional communication, and learner engagement parameters.
6. The system (100) as claimed in claim 1, wherein the processing unit (106) is configured to ensure that two language learning strategies selected from cognitive, metacognitive, social, affective, and compensation strategies are embedded within each task-based intervention module.
7. The system (100) as claimed in claim 1, comprising a feedback unit (110) operatively coupled to the processing unit (106), adapted to generate structured performance analytics reports based on learner self-assessment data and evaluator assessment data, the reports indicating quantified changes in proficiency band levels and psychological readiness metrics.
8. A method (300) for improving linguistic proficiency and psychological readiness of pre-service teachers, the method (300) is characterized by steps of:
administering a diagnostic assessment comprising an English Language Proficiency (ELP) test, a Classroom English Proficiency (CEP) test, or a combination thereof;
benchmarking results of the diagnostic assessment against predefined proficiency levels;
categorizing the pre-service teachers into proficiency bands based on the benchmarked results;
generating and delivering task-based language intervention modules corresponding to the categorized proficiency bands, the modules including listening, speaking, reading, writing, and classroom instructional language components;
structuring each task-based intervention module into a pre-task phase, a while-task phase, and a post-task phase; and
integrating within each task multiple language learning strategies selected from memory, cognitive, metacognitive, social, affective, and compensation strategies.
9. The method (300) as claimed in claim 8, comprising a step of collecting self-assessment data and evaluator assessment data using structured rubrics and task evaluation checklists.
10. The method (300) as claimed in claim 8, comprising a step of administering post-intervention assessments to measure improvements in linguistic proficiency, language self-efficacy, teaching efficacy, strategy awareness, or a combination thereof.

Date: March 09, 2026
Place: Noida

Nainsi Rastogi
Patent Agent (IN/PA-2372)
Agent for the Applicant