A Balancing Act: How Can Intelligent Computer-Generated Feedback Be Provided in Learner-to-Learner Interactions?

Autor/inn/en	Dickinson, Markus; Eom, Soojeong; Kang, Yunkyoung; Lee, Chong Min; Sachs, Rebecca
Titel	A Balancing Act: How Can Intelligent Computer-Generated Feedback Be Provided in Learner-to-Learner Interactions?
Quelle	In: Computer Assisted Language Learning, 21 (2008) 4, S.369-382 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
Schlagwörter	Feedback (Response); Computer Mediated Communication; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Korean; Language Usage; Language Processing; Error Correction + Suchen Sie Ihr Suchwort? Computerkonferenz; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Koreanisch; Sprachgebrauch; Sprachverarbeitung; Korrektur
Abstract	Task-based synchronous computer-mediated communication (CMC) may represent an optimal psycholinguistic environment for form-meaning connections, but learners do not receive feedback from a trusted authority. Intelligent computer-assisted language learning (ICALL) provides feedback, but the encouragement of communicative interaction remains largely unexplored. To combine the benefits of ICALL and CMC, we are designing a parser-based system that provides feedback on particle usage for first-year L2 Korean learners while they chat in CMC. Both to facilitate the use of a new orthography by beginning learners and to make processing feasible for the ICALL system, we guide the content of the activity by using picture-based information-gap tasks and a game record, and we control the range of allowable learner input by using a word bank. These constraints enable the system to address L2 errors in meaningful, goal-driven interactions. (Contains 2 figures and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10