Intelligent CALL

This chapter describes the provision of corrective feedback in Tutorial CALL, sketching the challenges in the research and development of computational parsers and grammars. The automatic evaluation and assessment of free-form learner texts paying attention to linguistic accuracy, rhetorical structures, textual complexity, and written fluency is at the centre of attention in the section on Automatic Writing Evaluation. Reading and Incidental Vocabulary Learning Aids looks at the advantages of lexical glosses, or look-up information in electronic dictionaries for reading material aimed at language learners. The conclusion looks at the role of ICALL in the context of general trends in CALL

Call in the year 2000: Still in search of research paradigms?

Advancements in the design and use of computer-assisted language learning (CALL) activities require that key questions about CALL be identified and effective research methods be used to answer them. In this paper, I suggest looking to research on other types of second language (L2) classroom learning activities for guidance in framing CALL research questions and in discovering relevant research methods. I begin with examples from the CALL literature demonstrating the diverse perspectives (e.g., cognitive psychology, constructivism, psycholinguistics) which have been suggested as ways of approaching CALL research. I then summarize the research questions and methods of L2 classroom research with emphasis on the interactionist approach and discourse analysis. Using three examples --computer-mediated communication, a microworld, and vocabulary in reading-- I will illustrate how similar discourse analysis methods can address essential descriptive and evaluative questions about CALL activities. Finally, I will outline some implications of this perspective for design and investigation of CALL activities

Combining translation into the second language and second language learning : an integrated computational approach

This thesis explores the area where translation and language learning intersects. However, this intersection is not one in the traditional sense of second language teaching: where translation is used as a means for learning a foreign language. This thesis treats translating into the foreign language as a separate entity, one that is as important as learning the foreign language itself. Thus the discussion in this thesis is especially relevant to an academic institution which contemplates training foreign language learners who can perform translation into the foreign language at a professional level. The thesis concentrates on developing a pedagogical model which can achieve the goal of fostering linguistic competence and translation competence at the same time. It argues that constructing such a model under a computerised framework is a viable approach, since the task of translation nowadays relies heavily on all kinds o

Proceedings of QG2010: The Third Workshop on Question Generation

These are the peer-reviewed proceedings of "QG2010, The Third Workshop on Question Generation". The workshop included a special track for "QGSTEC2010: The First Question Generation Shared Task and Evaluation Challenge". QG2010 was held as part of The Tenth International Conference on Intelligent Tutoring Systems (ITS2010)