Relevant bibliographies by topics / Language and languages Computer-assisted instruction Evaluation

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Language and languages Computer-assisted instruction Evaluation'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Language and languages Computer-assisted instruction Evaluation"

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Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (January 14, 2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.
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Bliss, Heather, Jennifer Abel, and Bryan Gick. "Computer-assisted visual articulation feedback in L2 pronunciation instruction." Journal of Second Language Pronunciation 4, no. 1 (May 31, 2018): 129–53. http://dx.doi.org/10.1075/jslp.00006.bli.

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Abstract Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) comes new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and indirect feedback that uses visualized acoustic information as a means to inform articulation instruction. Our focus is explicitly on segmental features rather than suprasegmental ones, with visual feedback conceived of as providing visualizations of articulatory configurations, movements, and processes. In addition to discussing types of visual articulation feedback, we also consider the criteria for effective delivery of feedback, and methods of evaluation.
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Strei, Gerry. "FORMAT FOR THE EVALUATION OF COURSEWARE USED IN COMPUTER-ASSISTED LANGUAGE INSTRUCTION (CALI)." CALICO Journal 1, no. 2 (January 14, 2013): 43–46. http://dx.doi.org/10.1558/cj.v1i2.43-46.

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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.

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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of modern language testing. The reliability and validity in computerized language assessments have become the two important criteria of evaluation of test quality. Computer Assisted English test with its unique advantages has opened up a new heaven and earth for English test.
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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (May 1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through the use of authentic electronic computer programs. The following research questions were posed at the outset of the study:1. To what extent does the use of authentic tools, tasks and environment encourage communicative competence in the computer networked EFL academic writing classroom?2. What is the effect of computer mediated instruction on teacher-student interaction, collaborative learning, and students' attitudes and motivation?3. What are the benefits gained from a computer-assisted portfolio assessment?The investigation design consisted of an experimental group which studied exclusively in the computerised lab and a control group which was taught in a regular classroom according to conventional teaching methods. Data collecting instruments comprised background and attitude questionnaires, on-site observations, informal interviews, and systematic evaluation and assessment. Findings indicate that authentic tools, tasks and environment are a strong motivating factor. While the compter-nelworked environment enhanced the teacher-student interaction, it diminished peer collaboration. Computer-assisted portfolio assessment appears to be advantageous to both the instructor and students.
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Solodka, Anzhelika, Liliia Ruskulis, Olha Demianenko, and Svitlana Zaskaleta. "MALL Instructional Course Design: Constructing Out-of-Class Experience." Arab World English Journal, no. 8 (July 25, 2022): 40–55. http://dx.doi.org/10.24093/awej/call8.3.

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Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework of MALL instructional course design; to summarize the results in pedagogical implications to the course. The data came from an exploratory study of employing MALL in instructional course design at the tertiary level within the first semester of 2021. This study analyses the feedback of 32 students about the effectiveness of the MALL activities and students’ satisfaction. The research shows how student feedback stimulates investigation into MALL instruction and evaluation of its design. The researchers used qualitative and quantitative analyses. The results of the study, conducted in three stages, helped to develop a design framework. The research proved that designing the MALL activities supported interaction, communication, access to resources, and people within the network community practice. MALL course design promoted active collaborative learning that helped students to construct the MALL experience in the real-world environment. The researchers provide recommendations on combining various MALL facilities and channels of communication that mobiles afford.
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Applegate, Anthony J., and Mary DeKonty Applegate. "PRINCIPLES FOR THE EVALUATION OF COMPUTER‐ASSISTED INSTRUCTION IN THE TEACHING OF READING AND LANGUAGE ARTS." Journal of Reading, Writing, and Learning Disabilities International 4, no. 3 (January 1988): 215–21. http://dx.doi.org/10.1080/0748763880040306.

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Titze, Ingo R., Darrell Wong, Martin A. Milder, Susan R. Hensley, and Lorraine O. Ramig. "Comparison Between Clinician-Assisted and Fully Automated Procedures for Obtaining a Voice Range Profile." Journal of Speech, Language, and Hearing Research 38, no. 3 (June 1995): 526–35. http://dx.doi.org/10.1044/jshr.3803.526.

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A comparison was made between two methods of obtaining a voice range profile. One method was traditional, involving a clinician who gave instructions, motivated the subject to achieve the greatest intensity range, and determined when the goal was achieved. The second method was completely automated, involving the use of a videotape for instruction and a computer for elicitation and evaluation. Ten men and 10 women with normal voices participated as subjects in the study, and a counterbalanced design was used. Results indicated that there is no obvious preference for the use of either method, although considerable individual differences are noted.
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Conde, Patricia, and Francisco Ortin. "JINDY: A java library to support invokedynamic." Computer Science and Information Systems 11, no. 1 (2014): 47–68. http://dx.doi.org/10.2298/csis130129018c.

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Java 7 has included the new invokedynamic opcode in the Java virtual machine. This new instruction allows the user to define method linkage at runtime. Once the link is established, the virtual machine performs its common optimizations, providing better runtime performance than reflection. However, this feature has not been offered at the abstraction level of the Java programming language. Since the functionality of the new opcode is not provided as a library, the existing languages in the Java platform can only use it at the assembly level. For this reason, we have developed the JINDY library that offers invokedynamic to any programming language in the Java platform. JINDY supports three modes of use, establishing a trade-off between runtime performance and flexibility. A runtime performance and memory consumption evaluation is presented. We analyze the efficiency of JINDY compared to reflection, the MethodHandle class in Java 7 and the Dynalink library. The memory and performance costs compared to the invokedynamic opcode are also measured.
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O’BRIEN, ANNE, and VOLKER HEGELHEIMER. "Integrating CALL into the classroom: the role of podcasting in an ESL listening strategies course." ReCALL 19, no. 2 (May 2007): 162–80. http://dx.doi.org/10.1017/s0958344007000523.

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Despite the increase of teacher preparation programs that emphasize the importance of training teachers to select and develop appropriate computer-assisted language learning (CALL) materials, integration of CALL into classroom settings is still frequently relegated to the use of selected CALL activities to supplement instruction or to provide additional practice. For the most part, we are still quite a way from what Bax (2003) calls the normalization stage of CALL, i.e., the stage where CALL becomes invisible and truly integrated. Podcasting, a new method of delivering on-demand audio and video files via the Web, shows promise as a technology that may allow teachers to expand the confines of their classrooms, and is becoming increasingly popular in educational contexts. Current use of podcasting in education remains, however, limited primarily to the delivery of recorded lectures in a portable, online format. We believe podcasting has the potential to not only act as a rich source of input and instruction for students in the language classroom, but also to transform instruction. Consequently, this paper describes a structured attempt to integrate CALL activities in the form of podcasts into an academic English as a Second Language (ESL) course on listening strategies. Preliminary evaluation of this ongoing project suggests that both the teacher and the students find the podcasts to be a positive component of the course.
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Dissertations / Theses on the topic "Language and languages Computer-assisted instruction Evaluation"

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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.

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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Coetzee, Renee Wilma. "Beyond buzzwords : towards an evaluation framework for computer assisted language Learning in the South African FET sector." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2729.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009.
The evaluation and selection of software is a complex undertaking best performed by those with applicable specialised skills and knowledge. When it comes to a field like CALL, which draws on the theory and best practice of a variety related disciplines, language teachers in the South African FET sector are unlikely to possess those specialised skills and knowledge beyond language learning content. In an effort to make the evaluation and selection of CALL software a more productive process, the literature pertaining to the components that constitute CALL and the South African FET context was reviewed. Based on this an evaluation framework was developed incorporating all the crucial contextual elements. The choice of a framework as opposed to a checklist was motivated by a need to reflect context at a variety of levels, combined with the flexibility allowing customisation for use in a variety of language learning settings.
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麥建年 and William Brian Maclean. "The development of an instrument for evaluating computer assisted language programs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862767X.

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Van, Boxtel James V. "An evaluation of interactive curriculum using the Java Instructional Gaming Engine." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/j_vanboxtel_041510.pdf.

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Thesis (M.S. in computer science)--Washington State University, May 2010.
Title from PDF title page (viewed on July 28, 2010). "School of Engineering and Computer Science." Includes bibliographical references (p. 65-67).
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Rachal, Windy Satterlee. "Rhetorical functions of language and media in health education : effects of metadiscourse and the Internet on readers' attitudes and knowledge about stress management." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238741.

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Much of what technical communicators know about language use is based on spoken or written communication; however, newer media complicate those boundaries. Spoken and written language differ primarily in the use of metadiscourse, language that aids interpretation of propositions. While research shows that metadiscourse aids in retention and attitude change in both print and speech, none exists to show whether this is true in a medium like the Internet, which has qualities of both. Technical communicators need this information because they must compose similar messages in several media: advertising, system help, business training, and health education are commonly delivered in multimedia formats, primarily in print and the Internet.Most critical of these messages is health education, in which technical communicators must make treatment accessible to patients at home. Not only does this task require clear communication, but also it requires convincing patients to attend to the information, have positive attitudes about illness or self-care, and remember the information-these are the ingredients needed for learning. With good reason, healthcare providers are investing many resources into Internet health education, but technical communicators lack guidance on effective use of the medium. Research in this area focuses on measuring outcomes of existing programs rather than on systematically identifying what works and why.The present study examined language use (i.e., metadiscourse) and medium (i.e., Internet) in health education about stress management. This study reviews existing research in these areas and posits persuasion and social influence theory as a basis for understanding the persuasive abilities of health educational materials, or the abilities of the materials to convince patients to learn health information, change attitudes about illness and treatment, and change health-related behaviors.To test this theory, 120 students from a Southern university voluntarily read interventions developed to isolate the effects of metadiscourse and media on cognitive processing, attitudes, behavior intentions, and knowledge. Repeated measure multivariate analyses revealed that regardless of metadiscourse or medium, participants' knowledge about stress management increased and was maintained over time; however, favorable attitudes were not maintained over time. Results indicate that peripheral rather than central route persuasion occurred, and, therefore, knowledge gains are likely to be short-term. Suggestions for future research are provided and recommendations for theoretical development are discussed.
Department of English
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Chen, Mei 1962. "The characterization of learning environments and program structures of instructional programs produced using Logo /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56930.

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A methodology was developed in this study for identifying the cognitive, pedagogical, and computational characteristics of computer-based learning environments. The characterization of the cognitive and pedagogical features was achieved by decomposing the learning environments into episodes which were composed of sequences of "views". Each "view" was described in terms of the different types of knowledge presented, the pedagogical strategies used to present the knowledge, and the forms and functions of user-computer interactions elicited. The computational characteristics were described in terms of modularity and other programming properties. The methodology was applied to characterizing the instructional programs produced by student teachers using Logo.
The results showed that this methodology can successfully identify the cognitive, pedagogical and computational characteristics of the learning environments. It can also clarify what can be learned in a microworld, especially the "powerful ideas" in Logo environments. In addition, the usability and constraints of learning environments in meeting the learners' cognitive needs during the learning process can be assessed.
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Fealy, Irina. ""Is it really a natural fit?": The construction of "technology" in composition studies." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2831.

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This thesis analyzes two popular computer assisted instruction teaching platforms: Daedalus Integrated Writing Environment (DIWE) and Blackboard (BB). The major focus of the exploration is to find out whether or not these programs are really a "natural fit" with the high expectations of new rhetoric compositionists.
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Deranger, Brant S. Raign Kathryn Rosser. "Blurring the lines between instructor-led and online learning an evaluation of an online composition curriculum on the bleeding edge /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3980.

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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Lam, Siu, and 林兆. "Evaluation of using ICT in teaching tertiary English writing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.

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Books on the topic "Language and languages Computer-assisted instruction Evaluation"

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Clark, W. J. Effect of a computer assisted instruction program on aboriginal student achievement. [Brandon, Man.]: Rural Development Institute, Brandon University, 1996.

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Egbert, Joy. CALL essentials: Principles and practice in CALL classrooms. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2005.

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Kamler, Barbara. Two pathways to literacy. [Norwood, S. Aust.]: Australian Association for the Teaching of English, 1987.

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1952-, Hubbard Philip, ed. Computer assisted language learning. New York: Routledge, 2009.

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Andee, Rubin, ed. Electronic quills: A situated evaluation of using computers for writing in classrooms. Hillsdale, N.J: L. Erlbaum Associates, 1993.

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Sabourin, Conrad. Computer assisted language teaching: Bibliography. Montréal: Infolingua, 1994.

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1959-, Jager Sake, Nerbonne John A. 1951-, and Essen A. J. van, eds. Language teaching and language technology. Lisse [Netherlands]: Swets & Zeitlinger, 1998.

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Panayiotis, Zaphiris, and Zacharia Giorgos, eds. User-centered computer aided language learning. Hershey, PA: Information Science Pub., 2006.

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Catt, Mark Edward. Intelligent diagnosis of ungrammaticality in computer-assisted language instruction. Toronto: Computer Systems Research Institute, University of Toronto, 1988.

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Gimeno, Ana, Françoise Blin, and Mike Levy. WorldCALL: Sustainability and computer-assisted language learning. London: Bloomsbury Academic, 2015.

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Book chapters on the topic "Language and languages Computer-assisted instruction Evaluation"

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Loucky, John Paul. "Testing a CALL Effectiveness Model." In Computer-Assisted Language Learning, 450–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch022.

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This chapter reviews developments in the field of CALL evaluation. It includes the implications of accepted CALL and computer-assisted second-language acquisition (CASLA) principles for improving instruction. It blends studies of thorough research with appropriate, good practice. It suggests how to build effective flipped learning programs and the questions to ask before designing or using CALL. It suggests pedagogical implications and areas for fruitful research into the use of richer CALL applications. Using accepted CALL principles, it provides a practical model for comparing and evaluating the relative effectiveness of CALL and Computer-Mediated Communications-enhanced language learning versus traditional printed texts and simple audio.
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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning, 388–406. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.

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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
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Russell, Donna, and Steven E. Wallis. "Designing a Learning Analytic System for Assessing Immersive Virtual Learning Environments." In Computer-Assisted Language Learning, 83–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch004.

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The purpose of this chapter is to develop a template for the evaluation of learning in an educational game. In this case, gaming is referred to as 3D immersive virtual learning environments. Problem-based learning is the design template for the IVLE as it engages learners in defined learning behaviors that have been shown to encourage advanced problem-based learning. As a result of this holistic design procedure the learning analytic system proposed in this chapter is an integrated system that can be linked to P-12 educational programs augmenting their traditional programs and providing alternative instructional procedures, alternative learning processes for students and a standards-based but a more individualistic and thus viable assessment of learning to replace an outdated learning assessment model.
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Khadimally, Seda. "Blended Unified Design (BUD)." In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, 188–210. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3223-1.ch008.

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Blended unified design (BUD) is a new instructional design (ID) model created with the purpose of positively influencing second language learning/teaching environments, with an emphasis on English as a second language (ESL) learning and teaching settings. Another purpose with the construct of this innovative ID model is to introduce it to second language educators, instructional designers, scholars, educational leaders, and all other critical players who are engaged in the design, development, delivery, assessment, and evaluation of instruction.
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Agar, Douglas A., and Philip J. Chappell. "The Creation of a Rubric for the Evaluation of Language Teaching and Learning Videogames." In Computer-Assisted Language Learning, 313–41. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch015.

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This chapter reports on the creation and evaluation of the Language Education Videogame Evaluation Rubric (LEVER) which, it is hoped, will be of benefit to those involved in the teaching and learning of foreign languages. Based upon a sociocultural model of language development, this research is unique in the manner in which it draws on up-to-date best practice in the domains of both language pedagogy and videogame design. This chapter will then report on the application of the LEVER to two titles which have been created to teach a foreign language, in order to both to test the games for quality and the rubric itself for rigour and ease-of-use.
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Shepherd, Gregory. "Teaching Pre-Service Teachers to Repurpose and Innovate Using Online and Mobile Technology Applications." In Computer-Assisted Language Learning, 295–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch014.

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Integrating the use of Web-based and mobile technology applications into K-12 world languages contexts requires innovative teacher preparation models. This chapter evaluates a multi-step technology integration unit that develops in pre-service teachers the skills necessary to plan and carry out learner-centered communicative instruction. Importantly, this unit also incorporates five skills for disruptive innovators. Pre-service teachers blend pedagogy, technology tools, and content in project-based learning lesson design while practicing creative-thinking skills. As student teachers learn to repurpose mobile applications for the language-learning classroom, they empower articulate digital natives and foster 21st century learning. Given technology's constant growth, teaching integration of specific apps will have limited benefits. On the other hand, teaching how to innovate and repurpose will serve student teachers for their entire career. Results of this study show growth in lesson planning, creativity, and innovation skills.
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Alvarado, Sonia Reneé. "Design-Based Research for Virtual Learning." In Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching, 100–120. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9168-0.ch006.

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This design-based research dissertation study provides a holistic perspective on the pedagogical and contextual factors of interactive mobile technology on English learners. Specifically, the study explored current virtual technologies designed to model face-to-face EL instruction due to the COVID-19 pandemic-prolonged school closures. After evaluating three cycles of interventions founded on Stephen Krashen's and Lev Vygotsky's language learning theories and utilizing a teacher survey and researcher observations, the study identified an onslaught of key takeaways including the need for investment of necessary infrastructure, ed-tech policies and standards, and comprehensive pedagogical frameworks to effectively operationalize virtual learning and leverage best practices of interactive mobile technology. The study discusses the impact of the sudden shift in educational contexts and provides suggestions for overcoming challenges in educational technology integration within the computer-assisted language learning contexts.
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Ocaña, José Miguel, Elizabeth K. Morales-Urrutia, Diana Pérez-Marín, and Silvia Tamayo-Moreno. "How to Create a Pedagogic Conversational Agent for Teaching Computer Science." In Advanced Online Education and Training Technologies, 114–34. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7010-3.ch007.

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Pedagogic conversational agents are computer applications that can interact with students in natural language. They have been used with satisfactory results on the instruction of several domains. The authors believe that they could also be useful for the instruction of computer science programming. Therefore, in this chapter, the MEDIE methodology is described to explain how to create an agent to teach programming to primary education children and develop their computational thinking. The main steps are to communicate with the teacher team, to validate the interface, and to validate the functionality, practical sessions, and evaluation. The first two steps are covered in this chapter.
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Conference papers on the topic "Language and languages Computer-assisted instruction Evaluation"

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Cao, Harry, Yu Sun, and Ariel Jiang. "An Application to Provide Translated Subtitles and Pictures for Youth English Learners using Speech-to-Text and Nlp Techniques." In 9th International Conference on Computer Networks & Communications (CCNET 2022). Academy and Industry Research Collaboration Center (AIRCC), 2022. http://dx.doi.org/10.5121/csit.2022.120303.

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Currently, thousands of free K-12 educational videos exist online with the aim of trying to help young students learn outside of the typical scholastic environment. However, most of these videos are in English, so without subtitles it may be difficult for non-native English-speaking students to fully understand them. These students may need to spend time searching for translations and understanding content, which can distract them from grasping the important concepts within the videos. The state-ofthe- art of speech-to-text and NLP techniques might help this group digest the content of instructional videos more effectively. This paper proposes an application that uses speech-to-text, machine translation, and NLP techniques to generate translated subtitles and visual learning aids for viewers of instructional videos. This video application supports more than 20 languages. We applied our application to some popular online educational videos and conducted a qualitative evaluation of its approach and effectiveness. The results demonstrated that the application could successfully translate the English of the videos into the viewers’ native language(s), detect keywords, and display relevant images to further facilitate contextual understanding.
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2

Karimi, Amir. "Use of Interactive Computer Software in Teaching Thermodynamics Fundamental Concepts." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81943.

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In recent years many publishing companies have provided optional computer software for engineering textbooks. Some of these software packages are tools for enhancing classroom instruction and others are capable of engineering analysis. Several software are currently available as an option with most engineering thermodynamics. They can be used for thermodynamic property evaluations and are extremely useful tools in analysis and design in introductory courses. They are also useful in teaching fundamental thermodynamic concepts. The most significant advantage of these software programs is that no prior knowledge of programming language is necessary in their applications. This paper will discuss the benefits associated with the use of computer software in introductory thermodynamics courses. Available software tools are compared and, in each case, their strengths and limitations are highlighted. The paper describes how one software tool has been integrated into our introductory thermodynamics course to teach the fundamental concepts. Several examples are provided.
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Caines, Andrew, Helen Yannakoudakis, Helen Allen, Pascual Pérez-Paredes, Bill Byrne, and Paula Buttery. "The Teacher-Student Chatroom Corpus version 2: more lessons, new annotation, automatic detection of sequence shifts." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190003.

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The first version of the Teacher-Student Chatroom Corpus (TSCC) was released in 2020 and contained 102 chatroom dialogues between 2 teachers and 8 learners of English, amounting to 13.5K conversational turns and 133K word tokens. In this second version of the corpus, we release an additional 158 chatroom dialogues, amounting to an extra 27.9K conversational turns and 230K word tokens. In total there are now 260 chatroom lessons, 41.4K conversational turns and 363K word tokens, involving 2 teachers and 13 students with seven different first languages. The content of the lessons was, as before, guided by the teacher, and the proficiency level of the learners is judged to range from B1 to C2 on the CEFR scale. Annotation of the dialogue continued with conversational analysis of sequence types, pedagogical focus, and correction of grammatical errors. In addition, we have annotated fifty of the dialogues using the Self-Evaluation of Teacher Talk framework which is intended for self-reflection on interactional aspects of language teaching. Finally, we conducted machine learning experiments to automatically detect shifts in discourse sequences from turn to turn, using modern transfer learning methods with large pretrained language models. The TSCC v2 is freely available for research use.
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