Where does ICALL fit into Foreign Language Teaching?

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

This paper explores the motivation and prerequisites of a 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 n...

Towards WordBricks - a Virtual Language Lab for Computer-Assisted Language Learning

intelligent computer-assisted language learning environment, recently initiated at our institution. WordBricks is intended to serve as a " virtual language lab " that supports open experiments with natural language constructions. Being based on dependency grammars, this instrument illustrates the use of modern natural language processing technologies in language learning. The use of computer-as...

On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L2 Idioms?

The present study aimed to satisfy a twofold purpose: On the one hand, it sought to verify the postulation that agent-based instruction could offer a compromise approach to teaching L2 idioms where form and meaning would be equally emphasized during instruction. Given that anthropomorphism has not been much under scrutiny, this research, on the other hand, sought to ascertain whether learning a...

Tapping into the synergy between SLA, Foreign Language Instruction and Natural Language Processing in ICALL

A Study of Feedback Strategies in Foreign Language Classrooms and Tutorials with Implications for Intelligent Computer-Assisted Language Learning Systems

This paper presents two new corpus-based studies of feedback in the domain of teaching Spanish as a foreign language, concentrating on the type and frequency of different feedback moves, as well as what happens in the moves that follow the feedback. In particular, as well as looking at positive feedback, it concentrates on two general kinds of negative feedback strategies: (1) Giving-Answer Str...