Introducing a Structured Format for Learner Selfassessment: the Tutor’S Perspective

Designing Learner Models for Intelligent Language Tutors

Fostering language learner autonomy via adaptive conversation tutors

CALL can be a route to learner autonomy, allowing students to use PC-based software to learn individually, without need of class or teacher. However, language is above all a medium for communication, implying a dialogue of two or more participants: although CALL can provide exercises and lessons in grammar, vocabulary, writing skills etc, it might seem that conversation practice still calls for...

Fostering Language Learner Autonomy Through Adaptive Conversation Tutors

CALL can be a route to learner autonomy, allowing students to use PC-based software to learn individually, without need of class or teacher. However, language is above all a medium for communication, implying a dialogue of two or more participants: although CALL can provide exercises and lessons in grammar, vocabulary, writing skills etc, it might seem that conversation practice still calls for...

Structured Ontology Format

This paper presents a simple data model for the representation of OWL ontologies (including the new features of OWL 1.1). The model is built from basic structures native to all common programming environments, so it can be used directly as an API for ontology analysis and manipulation. Furthermore, serialization of these structures using the widely-supported YAML standard yields a readable text...

Analyzing Learner Language: Towards A Flexible NLP Architecture for Intelligent Language Tutors

Intelligent Language Tutoring Systems (ILTS) typically focus on analyzing learner input to diagnose learner errors and provide individualized feedback. Despite a long history of ILTS research (cf. Heift & Schulze, 2007), such systems are virtually absent from real-life foreign language teaching (FLT). Arguably, one reason for this state of affairs is that FLT activity design and its impact on t...