unlike teacher beliefs, there has been a dearth of study regarding efl learner beliefs. the reason can be that horwitz (1987) and the existing literature has predominantly been in an esl context. the present study reports the development and validation of a scale to measure the learner beliefs about language learning in iranian efl contexts. using a combination of verbal creativity method, inte...

Fill-in-the-blank items are commonly featured in computer-assisted language learning (CALL) systems. An item displays a sentence with a blank, and often proposes a number of choices for filling it. These choices should include one correct answer and several plausible distractors. We describe a system that, given an English corpus, automatically generates distractors to produce items for preposi...

We analyse how a learner modelling engine that uses belief functions for evidence and belief representation, called XLM, reacts to different input information about the learner in terms of changes in the state of its beliefs and the decisions that it derives from them. The paper covers XLM induction of evidence with different strengths from the qualitative and quantitative properties of the inp...

Unlike teacher beliefs, there has been a dearth of study regarding EFL learner beliefs. The reason can be that Horwitz (1987) and the existing literature has predominantly been in an ESL context. The present study reports the development and validation of a scale to measure the learner beliefs about language learning in Iranian EFL contexts. Using a combination of verbal creativity method, inte...

Traditional active learning allows a (machine) learner to query the (human) teacher for labels on examples it finds confusing. The teacher then provides a label for only that instance. This is quite restrictive. In this paper, we propose a learning paradigm in which the learner communicates its belief (i.e. predicted label) about the actively chosen example to the teacher. The teacher then conf...

Recent formal models of pedagogy (Shafto & Goodman, 2008) assume that teachers provide evidence likely to increase the learner’s belief in a target hypothesis. Thus in pedagogical contexts, the learner can infer that evidence is not merely true of the concept but representative of it. If for instance, a teacher demonstrates a single function of a toy, the learner should assume that only that fu...

Allowing the student to have some control over the diagnosis inspecting and changing the model the system has made of him is a feasible approach in student modelling which tracks the dynamics of student behaviour and provides for reflective learning. We present an approach for maintaining the student model in interactive diagnosis where a computer and a student discuss about the student's knowl...

This paper is concerned with the issue of adjusting the complexity, content and assistance in interactive learning environments (ILEs). In particular, it describes the structure and evaluation of the learner model implemented within VIS (the Vygotskian Instructional System). This software explores the way that Vygotsky's Zone of Proximal Development can be used in the design of learner models. ...

zoltán dörnyei (2005) proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. this study was an attempt to find out the effect of self-motivation strategies instruction on the learners belief on learne...

Learner corpora consist of texts produced by non-native speakers. In addition to these texts, some learner corpora also contain error annotations, which can reveal common errors made by language learners, and provide training material for automatic error correction. We present a novel type of error-annotated learner corpus containing sequences of revised essay drafts written by non-native speak...