The main purpose of this study is to evaluate the effectiveness of Machine Translation Post-Editing (MTPE) training for FL students. Our hypothesis was that with specific MTPE training, students will able to detect and correct machine translation mistakes in their FL. Training materials were developed to detect six typical mistakes from Machine…

This study investigates the provision of two types of auditory elaborative automated digital feedback (metalinguistic and informational) in the context of a digital game for reading skills development in English as a foreign language. Nineteen 11-year-old Spanish-Catalan school children played through two digital minigames while their…

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: "What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?" The empirical studies feature experimental,…

Research shows that computer-generated corrective feedback can promote second language development, but there is no consensus about which type is the most effective. The scale is tipped in favor of more explicit feedback that provides metalinguistic explanations, but counterevidence indicates that minimally explicit feedback of the…

Compared with English learners, Spanish learners have fewer resources for automatic error detection and revision and following the current integrative Computer Assisted Language Learning (CALL), we combined corpus-based approach and CALL to create the System of Error Detection and Revision Suggestion (SEDRS) for learning Spanish. Through…

This study investigates whether practice with computer-administered feedback in the absence of meaning-focused interaction can help second language learners notice the corrective intent of recasts and develop linguistic accuracy. A group of 218 beginning Anglophone learners of Spanish received 1 of 4 types of automated feedback (no feedback,…

Input exposure is essential for nonprimary language learning, but the importance of explicit instruction and corrective feedback continues to be debated. If instruction is required, how might it be optimized in terms of its nature and timing? In this study, 65 Spanish-English bilinguals were introduced to Latin through an interactive computer…

For several decades, research in instructed second language acquisition (SLA) has focused on identifying the facilitative role that interaction plays in second language (L2) development (e.g., Gass, 1997; Long, 1996; Pica, 1996). Within this area of interest, a considerable amount of attention has been directed toward the feedback that learners…

SRI International's EduSpeak[R] system is a software development toolkit that enables developers of interactive language education software to use state-of-the-art speech recognition and pronunciation scoring technology. Automatic pronunciation scoring allows the computer to provide feedback on the overall quality of pronunciation and to point to…

Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. This paper reports on a case study involving 35 university students at the beginning level who contributed to wiki pages over a period of 14 weeks. The affordances and constraints of using…

Although most teachers use word processors and electronic mail on a daily basis, they still depend on paper and pencil for correcting their students' compositions. This article suggests some tools and techniques for submitting, editing, and returning written work electronically. (BD) (Author/VWL)