Conceptual replication within a computer-assisted language learning (CALL) environment provides an understanding of the generalizability of second language acquisition (SLA) research (Porte, 2013; Smith & Schulze, 2013). The present study replicates Collentine (1998a), a classroom-based experiment framed within a larger discussion on the…

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated,…

This article discusses the development and functionalities of an intelligent computer-assisted language learning (ICALL) system. By way of example, we describe "E-Tutor", an ICALL system for L2 learners of German that has been in use for a decade. Based on advancements in technology, user studies with L2 learners of German as well as feedback…

Error diagnosis in ICALL typically analyzes learner input in an attempt to abstract and identify indicators of the learner's (mis)conceptions of linguistic properties. For written input, this process usually starts with the identification of tokens that will serve as the atomic building blocks of the analysis. In this paper, we discuss the…

This paper is a systematic review of research investigating help options in the different language skills in computer-assisted language learning (CALL). In this review, emerging themes along with is-sues affecting help option research are identified and discussed. We argue that help options in CALL are application resources that do not only seem…

A crucial question for automatically analyzing learner language is to determine which grammatical information is relevant and useful for learner feedback. Based on knowledge about how learner language varies in its grammatical properties, we propose a framework for reusing analyses found in corpus annotation and illustrate its applicability to…

We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

Despite the problems presented by lexical errors in second language (L2) communication, most computer assisted language learning (CALL) programs tend to focus on the acquisition of grammar points rather than on the development of the L2 lexicon. In addition, CALL vocabulary tasks are typically limited in scope and mechanical in nature, covering…

Describes the error recognition module of an interactive system with a special focus on the underlying grammar theory. Using the system, the learners are invited to produce complete written sentences in small question-answer dialogs with the computer. (Author/VWL)

Four grammar checkers, all of French Canadian origin, were evaluated: "Le Correcteur 101,""GramR,""Hugo Plus," and "French Proofing Tools." Results indicate that "Le Correcteur 101" is the best French grammar checker on the market and worth its premium cost. (two references) (CK)

Discusses selected theoretical aspects of providing error feedback for language learners. Theoretical considerations concerning the dialog with the learner about linguistic errors are discussed, and some conclusions for computer assisted language learning (CALL) system design are drawn. (Author/VWL)

Describes several teacher-developed software programs for computer-assisted language learning which meet a need for communicative, inductively-based software that is controlled by students and can be used as research tools as well. (Author/CB)

Poses four important questions relevant to error diagnosis and correction in computer assisted language learning (CALL). These questions relate to the diagnosis of persistent second language (L2) learner grammar errors, whether these can be corrected, what types of feedback from the computer are most efficient for focusing the students' attention…

Presents research conducted within the Freetext project to build an automatic error diagnosis system for learners of French as a foreign language. Review the main features of the project and the learner corpus collected and used within the project, focuses on the error diagnosis system and specifically on a syntactic checker. (Author/VWL)