Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-10T20:04:55.793Z Has data issue: false hasContentIssue false
  • English
  • Français

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

Published online by Cambridge University Press:  05 January 2011

Luiz A. Amaral  and
Detmar Meurers
Luiz A. Amaral*
Affiliation:
Department of Languages, Literatures and Cultures, University of Massachusetts, Amherst, MA, USA (email: amaral@spanport.umass.edu)
Detmar Meurers*
Affiliation:
Seminar für Sprachwissenschaft, Universität Tübingen, Germany (email: dm@sfs.uni-tuebingen.de)
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

Keywords

ICALLIntelligent Tutoring Systemsactivity designNLP
Type
Research Article
Information
ReCALL , Volume 23 , Issue 1 , 05 January 2011 , pp. 4 - 24
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amaral, L. (2007) Designing Intelligent Language Tutoring Systems: Integrating Natural Language Processing technology into Foreign Language Teaching. Ph.D. thesis, The Ohio State University.Google Scholar
Amaral, L. (2011, forthcoming) Revisiting Current Paradigms in Computer Assisted Language Learning Research and Development. Ilha do Desterro, 60.Google Scholar
Amaral, L.Meurers, D. (2008) From Recording Linguistic Competence to Supporting Inferences about Language Acquisition in Context: Extending the Conceptualization of Student Models for Intelligent Computer-Assisted Language Learning. Computer-Assisted Language Learning, 21(4): 323–338. http://purl.org/dm/papers/amaral-meurers-call08.html.CrossRefGoogle Scholar
Amaral, L.Meurers, D. (2009) Little Things With Big Effects: On the Identification and Interpretation of Tokens for Error Diagnosis in ICALL. CALICO Journal, 26(3): 580–591. http://purl.org/dm/papers/amaral-meurers-09.html.CrossRefGoogle Scholar
Amaral, L., Meurers, D.Ziai, R. (2011, forthcoming) Analyzing Learner Language: Towards A Flexible NLP Architecture for Intelligent Language Tutors. Computer-Assisted Language Learning, 24(1). http://purl.org/dm/papers/amaral-meurers-ziai-10.html.CrossRefGoogle Scholar
Atwell, E. (1998) What can SALT offer the English Teaching Professional? English Teaching Professional, 7: 46–47.Google Scholar
Atwell, E. (1999) The Language Machine: The Impact of Speech and Language Technologies on English Language Teaching. London: British Council, http://www.comp.leeds.ac.uk/eric/atwell99bc.pdf.Google Scholar
Bailey, S.Meurers, D. (2008) Diagnosing meaning errors in short answers to reading comprehension questions. In: Tetreault, J., Burstein, J. and De Felice, R. (eds.), Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications, held at ACL 2008. Columbus, Ohio: Association for Computational Linguistics, 107–115. http://aclweb.org/anthology/W08-0913.Google Scholar
Barrutia, R. (1985) Communicative CALL with Artificial Intelligence: some desiderata. Computer Assisted Language Learning, 3(1): 37–42.Google Scholar
Canale, M.Swain, M. (1980) Theoretical Basis of Communicative Approaches to Second Language Testing. Applied Linguistics, 1: 1–47.CrossRefGoogle Scholar
Chanier, T. (1994) Special Issue on Language Learning: Introduction. Journal of Artificial Intelligence in Education, 5(4): 417–428.Google Scholar
Covington, M. A.Weinrich, K. B. (1991) Unification-based Diagnosis of Language Learners’ Syntax Errors. Literary and Linguistic Computing, 6(3): 149–154.CrossRefGoogle Scholar
Delmonte, R. (2003) Linguistic knowledge and reasoning for error diagnosis and feedback generation. CALICO Journal, 20(3): 513–532.CrossRefGoogle Scholar
Dodigovic, M. (2005) Artificial Intelligence in Second Language Learning: Raising Error Awareness. Clevedon, UK: Multilingual Matters Ltd.CrossRefGoogle Scholar
Douglas, D. (2000) Assessing Languages for Specific Purposes. Cambridge: Cambridge University Press.Google Scholar
Dörnyei, Z. (2005) The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Ellis, N. (1994) Implicit and Explicit Language Learning - An Overview. In: Ellis, N. (ed.), Implicit and Explicit Learning of Languages. San Diego, CA: Academic Press, 1–31.Google Scholar
Engel, F. L., Bouwhuis, D. G., Bosser, T.D'Ydewalle, G. (eds.) (1992) Cognitive modelling and interactive environments in language learning. No. 87 in NATO ASI series: Ser. F, Computer and systems sciences. Berlin: Springer. Proceedings of the NATO Advanced Research Workshop on Cognitive Modeling and Interactive Environments, held in Mierlo, The Netherlands, Nov. 5–8, 1990.CrossRefGoogle Scholar
Garrett, N. (1995) ICALL and Second Language Acquisition. In: Holland, V. M., Kaplan, J. D. and Sams, M. R. (eds.) (1995) Intelligent language tutors: Theory shaping technology. Mahwah, NJ: Lawrence Erlbaum Associates, 345–358.Google Scholar
Gass, S. M.Mackey, A. (2007) Input, interaction and output in SLA. In: Williams, J. and Patten, B. V. (eds.), Theories in Second Language Acquisition: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates, 175–199.Google Scholar
Hagen, L. K. (1999) Spanish for Business Professionals. Project Web Page. http://www.uhd.edu/academic/research/sbp/.Google Scholar
Hartley, J.Sleeman, D. H. (1973) Towards intelligent teaching systems. International Journal of Man-Machine Studies, 5: 215–236.CrossRefGoogle Scholar
Heift, T. (1998) Designed Intelligence: A Language Teacher Model. Ph.D. thesis, Simon Fraser University.Google Scholar
Heift, T. (2001) Intelligent Language Tutoring Systems for Grammar Practice. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 6(2): 1–15.Google Scholar
Heift, T. (2003) Multiple learner errors and meaningful feedback: A challenge for ICALL systems. CALICO Journal, 20(3): 533–548.CrossRefGoogle Scholar
Heift, T. (2004) Inspectable Learner Reports for Web-based Language Learning. ReCALL, 16(2): 416–431.CrossRefGoogle Scholar
Heift, T. (2005) Corrective Feedback and Learner Uptake in CALL. ReCALL, 17(1): 32–46.CrossRefGoogle Scholar
Heift, T.Schulze, M. (2003) Error diagnosis and error correction in CALL. CALICO Journal, 20(3): 433–436.CrossRefGoogle Scholar
Heift, T.Schulze, M. (2007) Errors and Intelligence in Computer-Assisted Language Learning: Parsers and Pedagogues. New York: Routledge.CrossRefGoogle Scholar
Hémard, D. (2004) Enhancing Online CALL Design: the case for evaluation. ReCALL, 16(2): 502–519.CrossRefGoogle Scholar
Hémard, D. (2006) Evaluating Hypermedia structures as a means of improving language learning strategies and motivation. ReCALL, 18(1): 24–44.CrossRefGoogle Scholar
Holland, V. M., Kaplan, J. D.Sams, M. R. (eds.) (1995) Intelligent language tutors: theory shaping technology. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Karlsson, F., Voutilainen, A., Heikkilä, J.Anttila, A. (eds.) (1995) Constraint Grammar: A Language-Independent System for Parsing Unrestricted Text. Berlin and New York: Mouton de Gruyter.CrossRefGoogle Scholar
Klein, P. (1998) CALICO Journal software evaluation review of “El Corrector” (‘un medio fácil para corregir rápidamente el español’). CALICO Journal, 16(1): 64–75.CrossRefGoogle Scholar
Krashen, S. D. (1987) Principles and Practice in Second Language Acquisition. New York: Prentice Hall International.Google Scholar
Krashen, S. D. (1988) Second Language Acquisition and Second Language Learning. New York: Prentice Hall International.Google Scholar
Kuenning, G. (2005) International Ispell Web, Version 3.3.02. http://ficus-www.cs.ucla.edu/geoff/ispell.html.Google Scholar
Leaver, B. L.Willis, J. R. (2004) Task-Based Instruction in Foreign Language Education. Washington, DC: Georgetown University Press.Google Scholar
Lee, J.VanPatten, B. (1995) Making Communicative Language Teaching Happen. New York: McGraw-Hill.Google Scholar
Levy, M. (1997) Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford University Press.CrossRefGoogle Scholar
L'Haire, S. (2004) Vers un feedback plus intelligent. Les enseignements du project Freetext. In: Proceedings of the Journée d’étude de l'ATALA on NLP and Language Learning. 1–12. http://www.u-grenoble3.fr/lidilem/talal/actes/JourneeTALAL-041022-lhaire.pdf.Google Scholar
L'Haire, S.Faltin, A. V. (2003) Error diagnosis in the FreeText project. CALICO Journal, 20(3): 481–495.CrossRefGoogle Scholar
Lightbown, P. M.Spada, N. (1999) How languages are learned. Oxford: Oxford University Press.Google Scholar
Long, M. H. (1988) Instructed interlanguage development. In: Beebe, L. (ed.), Issues in Second Language Acquisition: Multiple perspectives. New York: Newbury House, 115–141.Google Scholar
Long, M. H. (1991) Focus on form: A design feature in language teaching methodology. In: Bot, K. D., Kramsch, C. and Ginsberg, R. (eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 39–52.CrossRefGoogle Scholar
Long, M. H. (1996) The role of linguistic environment in second language acquisition. In: Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of second language acquisition. New York: Academic Press, 413–468.Google Scholar
Lyster, R. (1998) Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classroom. Language Learning, 48: 183–218.CrossRefGoogle Scholar
Martins, R., Nunes, G.Hasegawa, R. (2003) Curupira: A Functional Parser for Brazilian Portuguese. In: Computational Processing of the Portuguese Language. 6th International Workshop, PROPOR 2003, Faro, Portugal, June 26–27, 2003. LNCS 2721. Berlin, Heidelberg: Springer Verlag, 179–183.Google Scholar
Michaud, L. N., McCoy, K. F.Pennington, C. A. (2000) An Intelligent Tutoring System for Deaf Learners of Written English. In: Proceedings of the Fourth International ACM SIGCAPH Conference on Assistive Technologies (ASSETS 2000). Washington, DC.Google Scholar
Michaud, L. N., McCoy, K. F.Stark, L. A. (2001) Modeling the Acquisition of English: An Intelligent CALL Approach. In: Proceedings of The 8th International Conference on User Modeling. Sonthofen, Germany, 14–25.Google Scholar
Nagata, N. (1993) Intelligent Computer Feedback for Second Language Instruction. The Modern Language Journal, 77(3): 330–339.CrossRefGoogle Scholar
Nagata, N. (1996) Computer vs Workbook Instruction in Second Language Acquisition. CALICO Journal, 14(1): 53–75.CrossRefGoogle Scholar
Nagata, N. (1997) An Experimental Comparison of Deductive and Inductive Feedback Generated by a Simple Parser. System, 25(4): 515–534.CrossRefGoogle Scholar
Nagata, N. (2002) BANZAI: An Application of Natural Language Processing to Web based Language Learning. CALICO Journal, 19(3): 583–599.CrossRefGoogle Scholar
Nagata, N. (2009) Robo-Sensei's NLP-Based Error Detection and Feedback Generation. CALICO Journal, 26(3): 562–579.CrossRefGoogle Scholar
Norris, J.Ortega, L. (2000) Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-Analysis. Language Learning, 50(3): 417–528.CrossRefGoogle Scholar
Ramsay, A.Mirzaiean, V. (2005) Content-based support for Persian learners of English. ReCALL, 17(1): 139–154.Google Scholar
Reuer, V. (2003) Error recognition and feedback with Lexical Functional Grammar. CALICO Journal, 20(3): 497–512.CrossRefGoogle Scholar
Schmidt, R. (1995) Consciousness and foreign language: A tutorial on the role of attention and awareness in learning. In: Schmidt, R. (ed.), Attention and awareness in foreign language learning. Honolulu: University of Hawaii Press, 1–63.Google Scholar
Schwind, C. B. (1995) Error Analysis and Explanation in Knowledge Based Language Tutoring. Computer Assisted Language Learning, 8(4): 295–324.CrossRefGoogle Scholar
Sleeman, D. (1982) Inferring (mal) rules from pupil's protocols. In: Proceedings of ECAI 82. Orsay, France, 160–164.Google Scholar
Swartz, M. L.Yazdani, M. (eds.) (1992) Intelligent tutoring systems for foreign language learning: The bridge to international communication. Berlin: Springer.CrossRefGoogle Scholar
Tschichold, C. (1999) Grammar Checking for CALL: Strategies for Improving Foreign Language Grammars. In: Cameron, K. (ed.), CALL: Media, Design, and Applications. Lisse: Swets and Zeitlinger, 203–222.Google Scholar
Tschichold, C. (2003) Lexically driven error detection and correction. CALICO Journal, 20(3): 549–559.CrossRefGoogle Scholar
Vandeventer, A. (2001) Creating a grammar checker for call by constraint relaxation: a feasibility study. ReCALL, 13(1): 110–120.CrossRefGoogle Scholar
Weischedel, R. M., Voge, W. M.James, M. (1978) An Artificial Intelligence Approach to Language Instruction. Artificial Intelligence, 10(3): 225–240.CrossRefGoogle Scholar
Wiggins, G. (1998) Educative Assessment. San Francisco, CA: Jossey-Bass Inc.Google Scholar
Willis, D.Willis, J. (2007) Doing Task-based Teaching. Oxford: Oxford University Press.Google Scholar