Journal articles: 'Computer program language'

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Schetz, Katherine F. "Computer-Aided Language/Concept Enrichment in Kindergarten." Language, Speech, and Hearing Services in Schools 20, no. 1 (January 1989): 2–10. http://dx.doi.org/10.1044/0161-1461.2001.02.

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A model program for language/concept enrichment was set up with 22 kindergarten students as participants. A total screening score during routine kindergarten screenings relative to the areas of articulation, language and concepts was low for each of these students, but not low enough to recommend indepth diagnostic testing. The objective of the program was to demonstrate the role of the speech-language pathologist as consultant, an alternate service delivery model for public school speech-language services. Language/concept enrichment was provided by volunteers using four educational software programs for the microcomputer. Concepts taught included quantity, quality, time/sequence, nouns, and verbs. Program structure, implementation, and evaluation are discussed.

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Sarsekeyeva, A. T., M. S. Serik, and ZH M. Baigozhina. "INTEGRATING MULTIMEDIA AND DIGITAL TECHNOLOGY IN SECONDARY SCHOOL ENGLISH LANGUAGE TEACHING (ELT) PROGRAM." Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2022, no. 2 (June 30, 2022): 111–19. http://dx.doi.org/10.59102/kufil/2022/iss2pp111-119.

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Computer technology has been used in teaching foreign languages since the 1980s, which led to the emergence of a special direction in the methodology of teaching foreign languages, which examines the theoretical and practical aspects of the use of these technologies in the course of teaching a foreign language. In Kazakhstan, this direction is called "computer linguodidactics", the most common term used abroad is CALL (Computer-assisted language learning). With the technological progress, more and more advanced technical devices appeared with significant linguodidactic potential. Today, in the practice of teaching foreign languages, a wide range of technical devices are used, both stationary (for example, a computer, interactive whiteboard) and mobile (tablet computers, smartphones), which are combined under the concept of "digital technology". The appearance of these technical tools also influenced the ways of presenting information, which today is most often given in a multimedia format, that is, in several forms simultaneously: text, graphic, video, audio, interactive. Key words: digital technologies, self-development, active learning, generations Z and α, ICT.

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Wohlert, Harry S., and Martin McCormick. "AN ALGORITHM FOR CONTROLLED INTEGRATION OF SOUND AND TEXT." CALICO Journal 3, no. 2 (January 14, 2013): 19–22. http://dx.doi.org/10.1558/cj.v3i2.19-22.

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Speech can be integrated into computer-assisted language learning programs (CALL) with Apple II computers and cassette recorders activated by inexpensive cassette control devices (CCD). While this arrangement is increasingly used with great success in foreign language instruction, teachers who want to introduce sound into their computer programs are restricted to programs whose code can be listed because two POKE statements to activate the CCD have to be inserted.Until now a more serious drawback has been the lack of an algorithm to turn off the cassette recorder automatically to keep screen text and audio in synchronization. This article offers a program that turns the recorder off automatically and describes how to integrate the audio of a totally computer-controlled cassette recorder with the text of a conventional CALL program. The program code will be in the public domain.

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Van Merriënboer, Jeroen J. G., and Marcel B. M. De Croock. "Strategies for Computer-Based Programming Instruction: Program Completion vs. Program Generation." Journal of Educational Computing Research 8, no. 3 (August 1992): 365–94. http://dx.doi.org/10.2190/mjdx-9pp4-kfmt-09pm.

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Two instructional strategies were implemented in a two-and-a-half hour computer-based training program that was designed to teach elementary turtle graphics programming techniques to novice undergraduate students ( N = 40). Learning activities that either emphasized the completion of existing programs or the generation of new programs were studied for the two strategies. In the completion group, the information needed to perform the program completion tasks appeared to be largely available in the to-be-completed programs; in the generation group, students frequently had to search for useful examples while they were performing their program generation tasks. It is hypothesized that during practice, the direct availability of examples in the form of incomplete computer programs facilitates the acquisition of programming language templates, especially because students cannot complete a program without carefully studying it so that “mindful abstraction” is explicitly provoked. Data in this study on learning outcomes support this hypothesis: the completion group showed a superior use of programming language templates in both a program construction test and a multiple choice test that measured the knowledge of language statements.

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McMinn, Mark R., and James D. Foster. "A Computer Program to Teach Nonsexist Language." Teaching of Psychology 18, no. 2 (April 1991): 115–17. http://dx.doi.org/10.1207/s15328023top1802_16.

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Pezold, Mollee J., Caitlin M. Imgrund, and Holly L. Storkel. "Using Computer Programs for Language Sample Analysis." Language, Speech, and Hearing Services in Schools 51, no. 1 (January 8, 2020): 103–14. http://dx.doi.org/10.1044/2019_lshss-18-0148.

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Purpose Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training ( Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016 ). The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Method We provide an overview of collecting and analyzing child language samples and describe 3 programs for language sample analysis: 2 dedicated software programs (Computerized Language Analysis [ MacWhinney, 2000 ] and Systematic Analysis of Language Transcripts [ Miller & Iglesias, 2015 ]) and 1 protocol for using word processing software to analyze language samples (Sampling Utterances and Grammatical Analysis Revised; Pavelko & Owens, 2017 ). We also present analysis results from each program for play-based language samples from 2 preschool children and detailed analysis of the samples with potential treatment goals. Results Each program offers different analyses, comparison databases, and sampling contexts. We present options for additional analysis, clinical interpretations, and potential treatment goals based on the 2 preschool cases. Conclusion Clinicians can use computer programs for language sample analysis as part of a process to make naturalistic language assessment more feasible. Supplemental Material https://doi.org/10.23641/asha.10093403

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Chien-Hsing Huang. "Programming Teaching in the Era of Artificial Intelligence." Eximia 13 (July 6, 2024): 583–89. http://dx.doi.org/10.47577/eximia.v13i1.488.

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With the development of science and technology, computer applications are changing with each passing day, changing our lives in all aspects. Computers have become an indispensable tool in life, and learning programming languages to operate computers has become a major focus of education. From low-level languages to high-level languages to visual programming languages, and finally to generative artificial intelligence to generate code. Program development tools are constantly updated as computers advance. This has the benefit of lowering barriers to learning, but also results in a weaker understanding of how the program works. This article designs a programming language learning strategy that combines the above programming development tools to lower the threshold for programming language learning and improve learning efficiency.

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Karn, Helen E., and MacEnglish. "Pronunciation Plus (Computer Program)." TESOL Quarterly 30, no. 1 (1996): 176. http://dx.doi.org/10.2307/3587618.

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Owen, Charles B., Laura Dillon, Alison Dobbins, Matthew Rhodes, Madeline Levinson, and Noah Keppers. "Computer literacy through dance: the dancing computer project." International Journal of Pervasive Computing and Communications 13, no. 1 (April 3, 2017): 26–40. http://dx.doi.org/10.1108/ijpcc-02-2017-0012.

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Purpose The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science. Design/methodology/approach Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology. Findings The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares. Social implications This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs. Originality/value This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.

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Solomon, Gabriela R., and Ford Language Institute. "The American Accent Program (Computer Program, Version 4.0)." TESOL Quarterly 27, no. 4 (1993): 774. http://dx.doi.org/10.2307/3587425.

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Drach, Anna S. "ТЕХНОЛОГІЯ РОЗРОБЛЕННЯ ПРОГРАМНИХ ПРОДУКТІВ ДЛЯ НАВЧАННЯ ЧИТАННЯ ХУДОЖНІХ ТЕКСТІВ (НА ПРИКЛАДІ «ENGLISH FOR PHILOLOGISTS: ASPECT OF READING»)." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 161. http://dx.doi.org/10.33407/itlt.v67i5.2136.

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The article considers the issue of educational computer program development: the stages, blocks, aspects and peculiarities. The definition of an educational computer program as a means of information and communication technologies, created for the development of skills and abilities related to foreign language competence is given taking into account the psycholinguistic patterns of reading a text, methodical approach to teaching reading fiction via information and communication technologies . It was distinguished that educational computer program as a software for educational purposes can be offered as a system consisting of two main components: informational and software implementation. The development of educational computer programs suitable for educational institutions involves continuous interaction between the author of educational materials and the programmer. The process of creating a qualitative educational computer programme consists of certain stages: preparation of source materials; development of the programme structure of educational computer program; creation of a software product; aligning and adjustment; implementation of educational computer program; testing software product; educational computer program updating and error correction. The article describes the created educational program "English for Philologists: aspect of reading" that meets the criteria of correspondence and the criteria for evaluating computer programs for teaching foreign languages taking into account the peculiarities of digital text. The experimental introduction of the computer program «English for Philologists: aspect of reading», comparison of the average indicators of pre- and post-experimental sections in experimental groups and the growth by12% have showed that the training for future teachers of English language reading fiction via the educational computer programme «English for Philologists: aspect of reading» has proved to be effective: all the groups have reached the required level of reading comprehension.

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Mohammed, Mohammed, and Ali Sagheer. "Deriving of the Standard Machine Name Programmatically A Study from the Perspective of Computational Languages." Islamic Sciences Journal 12, no. 3 (March 17, 2023): 198–225. http://dx.doi.org/10.25130/jis.21.12.3.1.10.

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This paper is a joint research between linguistic sciences and applied computer sciences, in order to introduce the linguistic phenomenon to digital computer science within what is known as (computational languages). The paper dealt with making a computer program to derive the Arabic machine's name in standard derivation with all its morphological fluctuations, whether It is the correct or the faulty one. The applied technique has been able to program the morphological law in a computerized algorithmic technique. So that it performs the exchange process and its requirements of explaining or substituting or others, as it simulates the user of the Arabic language in the production of an infinite number of standard machine names according to what the program user enters. This step is a confident beginning, Allah Almighty willing, for new programs in the service of Arabic language : studying, teaching and using.

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Adawiyah Ritonga and Yahfizham Yahfizham. "Studi Literatur Perbandingan Bahasa Pemrograman C++ dan Bahasa Pemrograman Python pada Algoritma Pemrograman." Jurnal Teknik Informatika dan Teknologi Informasi 3, no. 3 (November 10, 2023): 56–63. http://dx.doi.org/10.55606/jutiti.v3i3.2863.

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Programming Language is a language used to write computer program codes. Programming languages allow programmers to instruct computers to perform certain tasks. There are many different programming languages such as Python, Java, C++, PHP, JavaScript and so on. This article only focuses on explaining the C++ and Python programming languages. The aim of this article is to find out the differences between the C++ and Python programming languages and to find out the advantages and functions of each programming language. From the results obtained, the two C++ programming languages are more focused on Windows development, while Python is more often used in software development and the C++ programming language is more difficult to understand than the Python programming language.

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Underwood, John, Keith Cameron, Theo Bongaerts, Pieter de Haan, Sylvia Lobbe, and Herman Wekker. "Computer Assisted Language Learning: Program Structure and Principles." Modern Language Journal 74, no. 4 (1990): 511. http://dx.doi.org/10.2307/328534.

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Walczyk, Jeffrey J. "A computer program for constructing language comprehension tests." Computers in Human Behavior 9, no. 1 (March 1993): 113–16. http://dx.doi.org/10.1016/0747-5632(93)90026-o.

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Wolach, Allen H. "Developing a computer program to facilitate language training." Computers in Human Behavior 10, no. 4 (December 1994): 541–57. http://dx.doi.org/10.1016/0747-5632(94)90046-9.

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Stine, Linda J. "Computers and commuters: A computer-intensive writing program for adults." Computers and Composition 6, no. 2 (April 1989): 23–32. http://dx.doi.org/10.1016/s8755-4615(89)80012-x.

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Dalgish, Gerard M. "CALL for Uncommonly Taught African Languages: Computer Characterizations." CALICO Journal 4, no. 1 (January 14, 2013): 27–38. http://dx.doi.org/10.1558/cj.v4i1.27-38.

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The field of African language CALL is expanding rapidly as part of the general trend toward foreign language CALL. Yet the assumptions and needs of the learner in such instruction are quite different from that of the more commonly taught languages. African language instruction may not always be classroom-oriented: texts are seldom available for most of the uncommonly taught languages, and a native speaker as consultant may or may not have training in foreign language instruction. These factors have led to the need for self-standing, computer-driven instruction for these languages. This paper will discuss some assumptions regarding generative-based African language CALL, with references to Bantu languages and to one particular language (the OluTsootso dialect of Luyai, a language of Kenya), and describe elements of a computer program that produces superficial forms from underlying forms of that language. The paper will close with a discussion of some of the differences between computer characterizations of certain phonological phenomena and the generative linguist's description of such phenomena.

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Qureshi, Muhammad Aasim, Muhammad Asif, and Faria Feroz. "Context-Free Grammar of a New Programming Language for Teaching and Learning." VFAST Transactions on Software Engineering 9, no. 4 (December 31, 2021): 160–66. http://dx.doi.org/10.21015/vtse.v9i4.1016.

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Learning how to be programmer and uralitize the programming languages are the crucial point in computer science education. Programming languages are used by the students to write the program. Any machine needs a program to behave artificially intelligent or to perform any specific task. Any computing device is a useless without these programs. As every program is written in some specific programming language. Researchers are putting efforts in devising new languages to meets the goals and requirements of the specific domain of the programs that is going to be written in that language. Every programming language has its own semantics, nuances, and syntax with its pros and cons. For the early stage programmers these language specific details including semantics and syntax are hard to memorize or to familiar with it. Teachers often witness that these language specific barriers e.g., tough and confusing syntax of the language give hard time to students. Students generally stuck in learning the syntax and unconsciously learning programming skills go in back ground. This paper is going to present a Context-Free Grammar of a new programming language for early stage programing learners. In this language the hard part of syntax is relaxed by bring it to something that is close to their day to day communication so that they concentrate on logic and not on syntax.

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Burston, Jack L., Bernadette Dejean de la Batie, Alastair Hurst, and Monique Monville-Burston. "Student contributions to the development of computer-aided language learning programs." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 158–75. http://dx.doi.org/10.1075/aral.11.1.13bur.

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Abstract The purpose of this paper is to assess the effect of student contributions to the development of a computer-aided language learning program for French. As part of a scheduled fortnightly summary review session, students are directly involved in an evaluation of the effectiveness of the grammar presentations and error response handling in the lessons. Detailed student feedback on the operation of the French CALL programs is analyzed relative to its effect upon such factors as the perceived usefulness of the program, degree of voluntary student usage and learner strategies in lesson taking.

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Baughan, Carolyn E. "Daedalus Integrated Writing Environment (Computer Program)." TESOL Quarterly 29, no. 2 (1995): 395. http://dx.doi.org/10.2307/3587635.

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Allen, John Robin. "Ghost in the Machine." CALICO Journal 13, no. 2-3 (January 14, 2013): 87–103. http://dx.doi.org/10.1558/cj.v13i2-3.87-103.

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Computer Assisted Language Learning (CALL) programs can generate error messages to help students in several ways. The author of material used in a program can anticipate that certain questions will generate certain errors. If a student then makes such errors, the author can then direct the program to generate an appropriate comment. An easier solution is to program a computer to recognize several different kinds of generic errors not related to any particular question but applicable to many situations, in order to generate error messages automatically. The techniques used by the ELSE language-learning programs to do that are described to enable others to adapt them to similar CALL programs.

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Wan, Lei, Yongli Cao, Lili Shi, and Ying An. "Development and Teaching Application of Interactive Virtual Algorithm Animation of C Language Program." Computational Intelligence and Neuroscience 2022 (July 30, 2022): 1–8. http://dx.doi.org/10.1155/2022/7082914.

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In today’s world, almost every domain has certain and mandatory requirements to understand at least one of the programming languages which is defined as a way of interaction with a computer to resolve real world problems or more specifically for the implementation of algorithms. Language programming is a course with strong theory and practice. In view of the fact that C language beginners in colleges and universities generally report that it is difficult to learn well due to various reasons. Therefore, in this paper, we have discussed the development and teaching of interactive virtual animation of C language programs. The proposed approach relies on a typical recursive algorithm case to analyze the teaching strategy of virtual algorithm animation brought into the classroom, the application in the algorithm teaching of C language and the teaching strategy in improving students’ understanding of abstract knowledge using computer C language program interactive virtual animation development and implementation of the teaching system is the research content. According to the basic flow of the interactive virtual algorithm of the C language program, a reasonable system structure design is carried out.

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Moslemi Nezhad Arani, Saieed. "Teaching and Researching Computer-Assisted Language Learning." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 260–67. http://dx.doi.org/10.26817/16925777.421.

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The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

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Leidy, Judy, Ann Burke, Anne Merkel, and Marlin Howard. "Using Computer Assisted Instruction in an ESL Language Program." IALLT Journal of Language Learning Technologies 15, no. 1 (January 29, 2019): 13–24. http://dx.doi.org/10.17161/iallt.v15i1.9074.

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Nagata, Noriko. "Computer vs. Workbook Instruction in Second Language Acquisition." CALICO Journal 14, no. 1 (January 14, 2013): 53–75. http://dx.doi.org/10.1558/cj.v14i1.53-75.

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Many studies have failed to demonstrate the effectiveness of CALI (Computer Assisted Language Instruction) as compared to non-CALI instruction, and the pedagogical significance of CALI programs has been questioned. This study employs an intelligent CALI program, called Nihongo-CALI (Japanese Computer Assisted Language Instruction), which uses natural language processing to provide more sophisticated error analysis and feedback than conventional CALI programs. The study compares the effectiveness of Nihongo-CALI with non-CALI workbook instruction, in the form of self-study lessons. The results of the study show that given the same grammar notes and exercises, ongoing intelligent computer feedback is more effective than simple workbook answer sheets for developing learners' grammatical skill in producing Japanese particles and sentences. The results emphasize the importance of providing an intelligent level of feedback to the learner, a task for which natural language processing is well suited.

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Telap, Cherry, Benny Pinontoan, and Jullia Titaley. "Derivation of Quantum Guarded Command Language Program for Average." d'CARTESIAN 4, no. 2 (June 26, 2015): 163. http://dx.doi.org/10.35799/dc.4.2.2015.9055.

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Has conducted research to determine the derivation of quantum guarded command language (qGCL) program for average. Initially calculation of average value was made in guaded command language (GCL) which is then implemented on a digital computer into the Pascal programming language. Furthermore GCL to calculate the average value was analyzed again to be made in the quantum guarded command language (qGCL). qGCL implementation is on a quantum computer is a future computer could perform calculations very quickly because it uses a superposition state is referred to as quantum bits (qubits). Keywords : GCL, qGCL, Quantum Computer

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Su, Zejia, Qingnan Fan, Xuelin Chen, Oliver Van Kaick, Hui Huang, and Ruizhen Hu. "Scene-Aware Activity Program Generation with Language Guidance." ACM Transactions on Graphics 42, no. 6 (December 5, 2023): 1–16. http://dx.doi.org/10.1145/3618338.

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We address the problem of scene-aware activity program generation, which requires decomposing a given activity task into instructions that can be sequentially performed within a target scene to complete the activity. While existing methods have shown the ability to generate rational or executable programs, generating programs with both high rationality and executability still remains a challenge. Hence, we propose a novel method where the key idea is to explicitly combine the language rationality of a powerful language model with dynamic perception of the target scene where instructions are executed, to generate programs with high rationality and executability. Our method iteratively generates instructions for the activity program. Specifically, a two-branch feature encoder operates on a language-based and graph-based representation of the current generation progress to extract language features and scene graph features, respectively. These features are then used by a predictor to generate the next instruction in the program. Subsequently, another module performs the predicted action and updates the scene for perception in the next iteration. Extensive evaluations are conducted on the VirtualHome-Env dataset, showing the advantages of our method over previous work. Key algorithmic designs are validated through ablation studies, and results on other types of inputs are also presented to show the generalizability of our method.

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Reps and Teitelbaum. "Language Processing in Program Editors." Computer 20, no. 11 (November 1987): 29–40. http://dx.doi.org/10.1109/mc.1987.1663414.

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Chaplygin, А. А. "Using Metaprogramming Tools of the Common Lisp Language for the Development of Emulator Systems." Proceedings of the Southwest State University. Series: IT Management, Computer Science, Computer Engineering. Medical Equipment Engineering 13, no. 3 (January 27, 2024): 135–45. http://dx.doi.org/10.21869/2223-1536-2023-13-3-135-145.

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The purpose of research is to analyze and use metaprogramming in the Common Lisp language when designing and implementing emulators that simulate computer system hardware. The metaprogramming, the macro tools of the Common Lisp language and the use of macros for metaprogramming are considered.Methods. The Lisp language is characterized by its use of uniform S-expressions to represent data and programs. Thus, data can be part of a program and vice versa: a program can be data. Common Lisp macro tools allow you to directly modify the abstract syntax tree of a program, and thus it is possible to create new syntactic constructs to solve a given problem. When implementing emulator functions, macro tools of the Common Lisp language can be used to generate functions, where the common part of the functions is included in the macro, and the differences between the functions are specified in the parameters when calling the macros. Examples of this macros are: bit status register macros, generation of ariphmetic commands, comparation commands, memory commands. Using that you can significantly reduce the size of the program.Results. As a result of computer modeling, a simulator of the NES architecture (MOS 6502 processor) was developed and implemented in the conventional object-orientied C# programming language and in the Common Lisp metaprogramming language. As a result, the simulator written in a language with metaprogramming support turned out to be more than 2 times smaller than the simulator written in C#.Conclusion. The use of metaprogramming (using the example of creating emulators) can significantly reduce the size of a program, simplify and improve the program architecture, reduce the number of errors and improve the quality of programs. The use of domain specific languages lets reduce code size even more.

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McKee, Jane. "Computer-assisted vocabulary acquisition: an evaluation of the text analysis program." ReCALL 5, no. 8 (May 1993): 9–15. http://dx.doi.org/10.1017/s0958344000005383.

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The Text Analysis Program (TAP) was designed by a team from the Department of European Studies and Modern Languages and the Computer Services Department of the University of Ulster with a view to enhancing language learning techniques for third level language students. Work on the program was funded jointly by the CTI and the University of Ulster. A Multiple Choice Question (MCQ) program was also developed as part of the same project. The program came into service in the academic year 1989-90 when it was tested on three groups of students. Some minor modifications were made before it was reused in 1990-91 and 1991-92 with the group of students who seemed to us most likely to benefit from its use. It is now undergoing further adjustment in the light of the second and third year's experience and is set to become a permanent feature of second year teaching on the BA (Hons) International Business Communication course (IBC). The present paper seeks to evaluate the program under two headings: ease of use and effectiveness as a means of enhancing linguistic awareness and language learning techniques.

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Anderson, Ellen M. "Turbidimetric Microbiological Assay Results Calculated by a BASIC Computer Program." Journal of AOAC INTERNATIONAL 72, no. 6 (November 1, 1989): 950–52. http://dx.doi.org/10.1093/jaoac/72.6.950.

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Abstract A BASIC computer program was used to calculate the results of microbiological vitamin assays. The program, which incorporates the official AOAC guidelines for microbiological methods, reduces the uncertainty inherent in manual curve plotting and interpolation and minimizes the human error of repetitive calculations. Because the BASIC programming language is well suited for use on self-contained personal computers, it can be easily adapted by small laboratories

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Ayer, Vidya M., Sheila Miguez, and Brian H. Toby. "Why scientists should learn to program in Python." Powder Diffraction 29, S2 (December 2014): S48—S64. http://dx.doi.org/10.1017/s0885715614000931.

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The importance of software continues to grow for all areas of scientific research, no less for powder diffraction. Knowing how to program a computer is a basic and useful skill for scientists. This paper explains the three approaches for programming languages and why scripting languages are preferred for non-expert programmers. The Python-scripting language is extremely efficient for science and its use by scientists is growing. Python is also one of the easiest languages to learn. The language is introduced, as well as a few of the many add-on packages available that extend its capabilities, for example, for numerical computations, scientific graphics, and graphical user interface programming. Resources for learning Python are also provided.

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Zuidema, Johan, Gellof Kanselaar, H. Wichmann, M. Giezeman, L. Koster, and J. van der Veen. "Vrue Taalprodukties En De Computer." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 33–39. http://dx.doi.org/10.1075/ttwia.33.05zui.

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In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.

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Yalcin, Hatice, and Murat Demirekin. "Training Program Supporting Language Acquisition." International Journal of Modern Education and Computer Science 13, no. 3 (June 8, 2021): 1–12. http://dx.doi.org/10.5815/ijmecs.2021.03.01.

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Feng, Yanbo. "The Latest Progress in Human-Computer Dialogue System." Highlights in Science, Engineering and Technology 85 (March 13, 2024): 9–19. http://dx.doi.org/10.54097/gw3z2h19.

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The Human-Computer dialogue system allows a computer to make conversations with humans through natural languages, and some designs can accomplish tasks given by humans. The development of the Human-Computer dialogue system can significantly expand the range of users for computers. The profound ELIZA Program designed scripts containing keywords and their corresponding rule-based sentence transformation to respond to the user. As the computation power increases, Human-Computer dialogue systems are handling more varied and complicated scenarios by introducing deeper and more complex artificial neural networks. The designer of a task-oriented system can choose between the pipeline method and the end-to-end method. The pipeline method is basically a pipeline that lets the user input go through three parts handling Natural Language Understanding, Dialogue Management, and Natural Language Generation, to generate an appropriate response back to the user. The end-to-end method, however, uses joint models to allow the parts to interact with others and get more efficient in handling the information. With the development of ChatGPT, more general language models and more varied methodologies are becoming more prevalent in dialogue systems.

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Takalo, Ronald. "LANGUAGE TEST GENERATOR." CALICO Journal 2, no. 4 (January 14, 2013): 45–46. http://dx.doi.org/10.1558/cj.v2i4.45-46.

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The computer can be especially useful for constructing foreign language and ESL tests from a data bank. Once established and saved to disk, the computer can quickly write a random order test complete with answer blanks and answer key. The program described here can serve as a template to create tests for many subjects and items, being easily modifiable by anyone with a modicum of programming experience.

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Widodo, Catur Edi. "VIRTUAL LABORATORY OF THIN LENSES USING ANDROID SMARTPHONE WITH PYTHON PROGRAMMING." International Journal of Innovative Research in Advanced Engineering 9, no. 5 (May 31, 2022): 128–32. http://dx.doi.org/10.26562/ijirae.2022.v0905.05.

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A computer program has been created to simulate a ray diagram on a thin lens using the Python programming language. The program is a ray diagram simulation on a convex lens and a concave lens. The program is built using the canvas, create line, button and motion functions in the object-oriented programming language Python. The object being simulated is a convex and concave lens with a focal length of 10 cm and an object's height of 4 cm. The simulation results are in the form of an interface with the user using computer graphic media and interaction via a touch screen. The program can run on Android mobile phones. The results of ray diagrams on computers and Android cellular phones show that they are in accordance with theory, so that the program can be used as a virtual laboratory material.

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ANBERRÉE, THOMAS. "Semantical proofs of correctness for programs performing non-deterministic tests on real numbers." Mathematical Structures in Computer Science 20, no. 5 (October 2010): 723–51. http://dx.doi.org/10.1017/s0960129510000186.

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We consider a functional language that performs non-deterministic tests on real numbers and define a denotational semantics for that language based on Smyth powerdomains. The semantics is only an approximate one because the denotation of a program for a real number may not be precise enough to tell which real number the program computes. However, for many first-order total functions f : n → , there exists a program for f whose denotation is precise enough to show that the program indeed computes the function f. In practice, it is not difficult to find programs like this that possess a faithful denotation. We provide a few examples of such programs and the corresponding proofs of correctness.

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Baniassad, Elisa, and Clayton Myers. "An exploration of program as language." ACM SIGPLAN Notices 44, no. 10 (October 25, 2009): 547–56. http://dx.doi.org/10.1145/1639949.1640132.

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Raman, K. V. "Some Features of Java Language Illustrated through Examples from Chemistry." Mapana - Journal of Sciences 1, no. 2 (July 3, 2003): 22–56. http://dx.doi.org/10.12723/mjs.2.5.

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Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Computer programming has been used effectively by theoretical chemists and organic chemists to solve various types of problem in chemistry. Initially the languages used for computations in chemistry were FORTRAN and BASIC. Later the Pascal language was used for solving problems in chemistry and physics. Recently the languages C and C++ and Java have been used to solve problems in chemistry. In this paper I will illustrate features of C, C++ choosing examples from chemistry. Some examples presented in this these languages are Program to calculate reduced mass of homo diatomic or hetero diatomic Program to calculate the molecular weight of a tetra atomic system ABCD Program to calculate NMR frequencies of spin 1/2 nuclei only Program to calculate NMR and ESR frequencies The examples presented in Java 2 are Program to calculate unit cell dimension of a crystal Program to generate the chair form and boat form of cyclohexane. The examples presented in this monograph will help researchers in theoretical chemistry and organic chemistry to develop their own software.

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COOKE, DANIEL E., and ANN GATES. "ON THE DEVELOPMENT OF A METHOD TO SYNTHESIZE PROGRAMS FROM REQUIREMENTS SPECIFICATIONS." International Journal of Software Engineering and Knowledge Engineering 01, no. 01 (March 1991): 21–38. http://dx.doi.org/10.1142/s0218194091000056.

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This paper reviews the progress that has been made towards the definition of a new generation of computer assisted problem solving tool. When we solve problems with a computer we state the solution in terms of several languages, beginning with a requirements specification language and ending with a program. Beginning with a generalization of a programming language, this paper follows steps towards the removal of control and data structure information in a problem solution. The effort discussed here would result in the requirements specification language being the final language used in problem solving.

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DUDA, P., J. GRABSKI, J. KOTUR, W. PERYT, L. PROBOSZCZ, Z. ZYLA, and R. KUPCZAK. "Computer Aided Physical Laboratory in CAMAC System." International Journal of Modern Physics C 02, no. 01 (March 1991): 337–42. http://dx.doi.org/10.1142/s0129183191000445.

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A new “on-line” physical laboratory for students is presented. Two standards of interfaces are used for communication: CAMAC and GPIB. Programs use pull-down menus fully described in Polish language (the display works in graphics mode). It resembles the “decision tree” technique. The program leads the user by the hand offering him a set of options to choose. Every time a brief help is available on the screen. The assistance can give students more freedom because a computer program watches every mistake that could destroy the device.

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Shange, Thembeka. "The Possible Role of the English Word Power (EWP) Program in Motivating ICT Foundation Students to Learn English at a University of Technology in South Africa." International Journal of Applied Linguistics and English Literature 10, no. 5 (September 30, 2021): 28. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.5p.28.

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This study reports on the possible role of the English Word Power (EWP) program in motivating ICT Foundation students to learn English at a University of Technology in South Africa. Current research indicates that computer-assisted language programs increase motivation and increase enjoyment of learning activities, but no study in South Africa has been conducted on whether this is the case with the EWP program. A qualitative approach was adopted. The sample comprised 44 purposefully selected student observations (n = 44); and five students completed journals. The findings from student observations indicate that they were enthusiastic about the program and that they enjoyed it. The findings from the journals show that students were unsure about certain instructions used in the program and they were too preoccupied with getting the correct answers. It is concluded that ICT Foundation students are positively motivated by the EWP program because, for most of them, learning by means of computers is a new experience in terms of their previous schooling backgrounds. This paves the way for further investigations in developing CALL programs that will have an impact on student learning. Future research should focus on whether similar computer-based programs like EWP do increase student learning.

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Kaziuchyts, V. O., S. M. Borovikov, and E. N. Shneiderov. "Model for Prediction of Testing Time of a Computer Program for Automated Reliability Evaluation of Semiconductor Devices." Doklady BGUIR 20, no. 7 (December 12, 2022): 72–80. http://dx.doi.org/10.35596/1729-7648-2022-20-7-72-80.

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The KLASS computer program planned for development is designed to work as a part of the ARION-plus software package and allows you to perform an automated assessment of the reliability of electronic products, including semiconductor devices. At the stage of work planning on the creation of the KLASS program, as a module of the ARION-plus complex, the question arose about the working time allotted for the procedure for testing a computer program. The approaches described in the scientific literature used to assess the operational reliability of computer programs, taking into account their testing, proceed from the fact that the program code has been written and debugged and there are certain data on the results of testing the computer program. Software developers would like to know the predicted testing time, which ensures a given operational reliability of a computer program, even before starting work on writing program code. Based on the analysis of the experimental data on the reliability of computer programs in various fields of application, a model is proposed for determining the testing time required to ensure the operational reliability of programs. The model was used for the computer program KLASS planned for development and takes into account the programming language, the amount of program code, the speed of the computer processor, and the scope of the program. Based on the obtained model, a nomogram with two binary fields was constructed, which allows one to quickly determine the predicted time for testing computer programs.

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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

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Liang, Hui Yi, and Chih Chien Yang. "Computer Assisted Language Learning and Gray Model for Promoting Phonics Learning in Continuing Education." Applied Mechanics and Materials 284-287 (January 2013): 3554–58. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3554.

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This study uses quantitative methods to rate content and teaching on a phonics program delivered by computer assisted language learning (CALL). Data was obtained by Questionnaire and analysed using GM (0,N) model of Grey Theory. Results showed a high effectiveness rating and underlined the value of computer assisted language learning in the continuing education programs in the subject University.

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Irshad, Mufeeda, Merel Keijzer, Martijn Wieling, and Marjolijn Verspoor. "Effectiveness of a dynamic usage based computer assisted language program." Dutch Journal of Applied Linguistics 8, no. 2 (April 11, 2019): 137–62. http://dx.doi.org/10.1075/dujal.16018.irs.

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Abstract The current paper explores whether a Dynamic Usage Based (DUB) approach – which takes authentic meaningful language use with repetition and scaffolding for comprehension as its basis – can also be implemented in a CALL environment. The effectiveness of the DUB-CALL program was tested in a semester-long experiment, comparing it with a teacher-fronted DUB program (using the same materials as the CALL program) and a traditional CLT program; 228 university undergraduates in Sri Lanka participated. Language gains were assessed in a pre-post design with an objective General English Proficiency (GEP) test and a writing task. The results show that the students in the DUB-CALL condition performed significantly better on the GEP test than the students in the two teacher-fronted classes. The results of the writing tests show that all groups improved significantly, but here there were no differences among groups.

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Sharvelle, Derek J. "A BASIC language computer program for intraocular lens power calculations." American Intra-Ocular Implant Society Journal 11, no. 4 (July 1985): 400–405. http://dx.doi.org/10.1016/s0146-2776(85)80074-4.

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Hoch, Frances S. "COMPUTER LITERACY AN THE FOREIGN LANGUAGE TEACHER." CALICO Journal 3, no. 1 (January 14, 2013): 17–19. http://dx.doi.org/10.1558/cj.v3i1.17-19.

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This article is based on a presentation at CALICO '85. It discusses the problems inherent in making teachers computer literate. It then describes a staff development program for foreign language teachers in North Carolina which introduces them to the potential of CAI for foreign language instruction by providing hands-on experience with the computer which is directly applicable to this instructional area.

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Journal articles on the topic 'Computer program language'

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