Towards a Technology of Nonverbal Communication

Nonverbal communication is the main channel through which we experience inner life of others, including their emotions, feelings, moods, social attitudes, etc. This attracts the interest of the computing community because nonverbal communication is based on cues like facial expressions, vocalizations, gestures, postures, etc. that we can perceive with our senses and can be (and often are) detected, analyzed and synthesized with automatic approaches. In other words, nonverbal communication can be used as a viable interface between computers and some of the most important aspects of human psychology such as emotions and social attitudes. As a result, a new computing domain seems to emerge that we can define “technology of nonverbal communication”. This chapter outlines some of the most salient aspects of such a potentially new domain and outlines some of its most important perspectives for the future

Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application

Modern Computer Assisted Language Learning (CALL) systems use speech recognition to give students the opportunity to build up their spoken language skills through interactive practice with a mechanical partner. Besides the obvious benefits that these systems can offer, e.g. flexible and inexpensive learning, user interaction in this context can often be problematic. In this article, the authors introduce a parallel layer of feedback in a CALL application, which can monitor interaction, report errors and provide advice and suggestions to students. This mechanism combines knowledge accumulated from four different inputs in order to decide on appropriate feedback, which can be customized and adapted in terms of phrasing, style and language. The authors report the results from experiments conducted at six lower secondary classrooms in German-speaking Switzerland with and without this mechanism. After analyzing approximately 13,000 spoken interactions it can be reasonably argued that their parallel feedback mechanism in L2 actually does help students during interaction and contributes as a motivation factor