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作者： Sara Rodriguez Fernandez UNIVERSITAT POMPEU FABRA BARCELONA

学位级别：博士

It is generally acknowledged that collocations in the sense of idiosyncratic word cooccurrences are a challenge in the context of second language learn- ing. Learners often produce "ungrammatical" combinations such as *give a suggestion or *make a walk. Advanced computational tools able to aid L2 learners with collocations are thus highly desirable. However, state-of-the- art "collocation checkers" are merely able to detect a possible miscollocation and offer as correction suggestion a list of collocations of the given keyword whose semantics is often ignored. In order to address these shortcomings we propose techniques for collocation retrieval and semantic classification that retrieve, for a given base and the intended meaning, the actual collocate lexeme(s), and techniques for collocation error detection and classification. Given the small size of our learner corpora, we also provide an algorithm for the generation of an artificial collocation error corpus for Spanish.

关键词： Collocation collocation errors collocation (error) detection collocation (error) classification computer assisted language learning artificial corpus generation

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The Role of a Technology and a Classroom Activity for Improving EFL Learners' Oral Performance 25

The Role of a Technology and a Classroom Activity for Improv...

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25th International Conference on computers in Education (ICCE) - Technology and Innovation - computer-Based Educational Systems for the 21st Century

作者： Nakaya, Kae Tokyo Inst Technol Grad Sch Decis Sci & Technol Tokyo Japan

ISBN: (纸本)9789869401265

The final goal of my research is to develop novel methods that support English as a foreign language (EFL) learners and to increase their English-speaking skills. In this paper, I describe the outline of a mobile application for self-study English-speaking, and also show a learning design which combines practice with the mobile application and a classroom pair work. I also discuss the role of both a technology and a classroom activity for improving English as a foreign language (EFL) learners' oral performance.

关键词： computer assisted language learning oral task pair work reflection oral performance

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Effectiveness of a learning Design Combining Summary-speaking Self-study Using Mobile Application with Paired Reflection on Learners' Speaking Process 25

Effectiveness of a Learning Design Combining Summary-speakin...

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25th International Conference on computers in Education (ICCE) - Technology and Innovation - computer-Based Educational Systems for the 21st Century

作者： Nakaya, Kae Murota, Masao Tokyo Inst Technol Grad Sch Decis Sci & Technol Tokyo Japan Tokyo Inst Technol Inst Liberal Arts Tokyo Japan

ISBN: (纸本)9789869401265

The authors earlier developed the Mobile Applications for Scaffolded autonomous summary speaking Task (MAST) for supporting learners' self-study of English speaking. Although MAST enables learners to conduct summary-speaking tasks without teachers' support and improves their oral fluency, it cannot offer enough feedback to enable learners to test whether the listener can comprehend their oral output, which is also necessary for learners to acquire second language. Therefore, we proposed a learning design that combines self-study using MAST and reflection activities in pair work in an English class. This research's objective was to investigate the effectiveness of the learning design for learners' oral performance and to clarify the role of self-study and reflection activities for development of learners' speaking skills. After analysis, we concluded that the learning design was effective for improving learners' oral performances. We also discussed the relation between the oral performances and learners' cognitive process in our learning design.

关键词： computer assisted language learning oral task summary speaking pair work reflection oral performance

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The effectiveness of online teaching in an advanced Spanish language course

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INTERNATIONAL JOURNAL OF APPLIED LINGUISTICS 2017年第1期27卷 176-197页

作者： Enkin, Elizabeth Mejias-Bikandi, Errapel Univ Nebraska Lincoln Lincoln NE 68588 USA

Studies on the effectiveness of online language teaching have generally centered on basic or intermediate language courses. The present study examines the effectiveness of an advanced-level online Spanish grammar course. Two sections of the course are compared: one is offered face-to-face, and the other is offered fully online. The goals are both to measure students' achievement in the two sections, and to better understand specific challenges faced by online teaching. The study shows that there was significant improvement (learning) in the online section, and that learning is indeed comparable to that shown in the face-to-face section. However, we identify and discuss one specific challenge faced by an online format: the different nature of the interaction between the learner and the learning environment. Los estudios sobre la ensenanza de lenguas en linea generalmente se han enfocado en cursos de nivel basico o intermedio. El presente trabajo examina la efectividad de un curso avanzado de gramatica espanola. Se comparan dos secciones del mismo curso: una ofrecida en linea y la otra presencial. El objetivo es medir el rendimiento de los estudiantes y entender mejor factores especificos que pueden afectar su aprendizaje en linea. El estudio muestra que hay un aprendizaje significativo en la seccion en linea, y que el aprendizaje es comparable al experimentado por los estudiantes en la seccion presencial. Identificamos tambien un reto especifico que enfrentan los estudiantes en linea: la diferente naturaleza de la interaccion entre el estudiante y su entorno de aprendizaje.

关键词： advanced-level foreign language learning second language acquisition computer assisted language learning Spanish learning online language learning

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Human and Automated Scoring of Fluency, Pronunciation and Intonation During Human-Machine Spoken Dialog Interactions 18

Human and Automated Scoring of Fluency, Pronunciation and In...

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18th Annual Conference of the International-Speech-Communication-Association (INTERSPEECH 2017)

作者： Ramanarayanan, Vikram Lange, Patrick Evanini, Keelan Molloy, Hillary Suendermann-Oeft, David Educ Testing Serv R&D 90 New Montgomery StSuite 1500 San Francisco CA 94105 USA Educ Testing Serv R&D 660 Rosedale Rd Princeton NJ USA

ISBN: (纸本)9781510848764

We present a spoken dialog-based framework for the computer-assisted language learning (CALL) of conversational English. In particular, we leveraged the open-source HALEF dialog framework to develop a job interview conversational application. We then used crowdsourcing to collect multiple interactions with the system from non-native English speakers. We analyzed human-rated scores of the recorded dialog data on three different scoring dimensions critical to the delivery of conversational English - fluency, pronunciation and intonation/stress - and further examined the efficacy of automatically-extracted, hand-curated speech features in predicting each of these sub-scores. Machine learning experiments showed that trained scoring models generally perform at par with the human inter-rater agreement baseline in predicting human-rated scores of conversational proficiency.

关键词： dialog systems computer assisted language learning conversational assessment intelligent tutoring systems crowdsourcing

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Automatic Detection of Common Mispronunciations of Vietnamese Speakers of English Using SVMs

Automatic Detection of Common Mispronunciations of Vietnames...

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Annual International Conference on System Science and Engineering (ICSSE)

作者： Thanh-Dung Dang Kim-Giao Dang Thi HCMC Univ Technol & Educ Ho Chi Minh City Vietnam Posts & Telecommun Inst Technol Ho Chi Minh City Vietnam

ISBN: (纸本)9781538634226

Pronunciation errors are often made by language learners. Especially, systematic mispronunciations, consisting of substitutions of native sounds for sounds of the target language that do not exist in the native language, are considered a big problem for language leaners. Therefore, automatic detection of this kind of errors is essential to building a computer-assisted language learning (CALL) system supporting language learners to improve their pronunciation. In this research, we focused on detecting systematic pronunciation errors made by Vietnamese learners of English. To this end, we used SVM classifiers, which are trained by a native corpuses (TIMIT) and a non-native corpus (V.E Corpus). The non-native corpus, constructed by the researchers and annotated by two Vietnamese trained professionals, includes 1550 utterances from 31 Vietnamese students. Each of the students was asked to read 50 English sentences designed to contain English phonemes frequently mispronounced by Vietnamese speakers. The experimental results showed that the detectors can achieve at least 79% SAR and 10% FAR.

关键词： Pronunciation error detection Acoustic-phonetic classification computer assisted pronunciation training computer assisted language learning

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Adaptivity in educational systems for language learning: a review

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computer assisted language learning 2017年第1-2期30卷 64-90页

作者： Slavuj, Vanja Mestrovic, Ana Kovacic, Bozidar Univ Rijeka Dept Informat Rijeka Croatia

Adaptive and intelligent instructional systems are used to deal with the issue of learning personalisation in contexts where human instructors are not immediately available, so their role is transferred entirely or in part onto the computer. Even though such systems are mostly developed for well-defined domains that have a rather straightforward acquisition order, such as mathematics or computer programming, they found their application in ill-defined domains as well. Natural language learning is one such domain, and developing adaptive instructional systems for this specific purpose is notoriously complex and challenging due to the nature of language systems. The paper at hand examines the theoretical background of adaptivity and intelligence in instructional systems, and discusses their application in learning and teaching of natural languages. Moreover, the paper reviews adaptive and intelligent language learning systems in existence and identifies their characteristics in a systematic manner. The discussion section offers a more detailed view of selected systems for language learning that exhibit interesting and innovative implementation solutions. The paper concludes by suggesting possible developmental directions and future work in the field.

关键词： Adaptive educational systems computer assisted language learning intelligent systems adaptive hypermedia systems personalisation

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Can Data Driven learning address L2 writers' habitual errors with English linking adverbials?

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SYSTEM 2017年 69卷 26-37页

作者： Larsen-Walker, Melissa Univ S Florida Tampa FL 33620 USA

Previous studies in second language (L2) writing emphasize the importance of cohesiveness to fluent academic writing, yet L2 writers tend to over-use and misuse linking adverbials (LAs), including both subordinating conjunctions (because) and transition words (however), which reduces the cohesion and readability of their texts. This study explores how Data Driven learning (DDL) affects students' ability to use LAs correctly within their persuasive essays. Twelve participants, under instructor guidance, accessed a website with links to the Michigan Corpus of Upper Level Student Papers (MICUSP), a list of keywords, and instructional materials. After finding Key Words in Context (KWICs) in MICUSP, students induced the rule for each keyword. Students' pretest essays produced ample documentation of misuse of LAs, echoing previous research. Pretest and posttest essays provided data for measuring improvement in accuracy of students' use of LAs. Posttest essay results indicate a change in correct use of LAs by the treatment group, from pretest (87.7% correct) to posttest (91.4%). Comparing the treatment and control groups, the mean percentage of correctly used LAs in the posttest essays was 88% for the comparison group and 91% for the treatment group. Discussion includes a comparison to previous research and suggestions for instructors and researchers. (c) 2017 Elsevier Ltd. All rights reserved.

关键词： EAP Data Driven learning L2 writing computer assisted language learning Fossilization

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New Trends in Second language learning and Teaching through the lens of ICT, Networked learning, and Artificial Intelligence

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CIRCULO DE LINGUISTICA APLICADA A LA COMUNICACION 2018年第76期76卷 13-30页

作者： Kannan, Jaya Munday, Pilar Amherst Coll Amherst MA 01002 USA Sacred Heart Univ Fairfield CT USA

In the last few decades, Information and Communications Technology (ICT) applications have been shaping the field of computer assisted language learning (CALL). Mobile assisted language learning (MALL) paved the way for ubiquitous learning. The advent of new technologies in the early 21st century also added a social dimension to ICT that allowed for Networked learning (NL). Given that language learning is fundamentally a socio-cultural experience, networked learning capabilities have provided the potential for language learning in community settings. This has revitalized the earlier frameworks provided by CALL. NL has empowered language learners today to connect globally, to access Open Educational Resources, and to self-regulate their learning processes beyond the scope of traditional curricula. In parallel, the rising pervasiveness of Artificial Intelligence (AI) applications and their relevance to language learning has led CALL to branch out into Intelligent CALL (ICALL). The first section of this article provides a brief historical overview of CALL, examines it through the lens of ICT, networked learning, and open access. The second section focuses on the implications of AI for creating new trends in second language education, the challenge for providing customization at scale, and raises important issues related to transparency and privacy for future research.

关键词： Second language learning Second language Instruction computer assisted language learning Mobile assisted language learning Networked learning Artificial Intelligence

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Digital literacy and composing practices of second language students: A student perspective on writing, technology, and privilege

Digital literacy and composing practices of second language ...

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作者： Moore, Jeffrey S. Bowling Green State University

学位级别：Ph.D.

Although a substantial body of research exists with respect to the digital literacy practices of the “traditional” American college student, research relevant to the English language Learner (ELL) population in American institutions of higher education has not developed as extensive a corpus. Some, like Aisha Walker and Goodith White, advocate for greater integration of digital tools in ELL instruction, but only look to convince instructors to consider new methods. Others, Bruce Horner, Cynthia L. Selfe, and Tim Lockridge, call for more acceptance of non-standard communication practices, but focus more on institutional pushback to change. Still others, like Dana R. Ferris, take a more traditional approach and advocate for strict adherence to grammar instruction. Those researchers who advocate for greater use of digital instruction and communication often do not consider the student perspectives on digital literacy, multimodal composing practices, or the technological preferences of ELLs. This study aims to address this gap by seeking to better understand how ELLs use and interact with technology to help them write, and to explore how the digital literacy preferences of ELLs influence their understanding and use of multimodal composing practices. The ultimate goal of this project is to help those instructors who work with ELLs better understand the needs of this student population. I attempt to address this goal by introducing student voices into the conversation surrounding their digital literacy practices through the collection and analysis of survey and interview data.

关键词： English As A Second language Composition Communication Curriculum Development digital literacy multimodal composition second language writers computer mediated writing computer assisted language learning student identity writers voice English language learners

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