A POST Parser-Based Learner Model for Template-Based ICALL for Japanese-English Writing Skills

Chen, Liang; Tokuda, Naoyuki; Xiao, Dahai

doi:10.1076/call.15.4.357.8267

Cited by 11 publications

(5 citation statements)

References 2 publications

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“…The primary aim was to identify the structural weaknesses in learners' Japanese-English writing skills within the template-automaton-based intelligent computer-assisted language learning (ICALL) system. The researchers first enhanced the parsing accuracy by assigning part-of-speech (POS) tags to well-formed sentences within a template [43].…”

Section: Template Matching and E-learningmentioning

confidence: 99%

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Automating Assessment and Providing Personalized Feedback in E-Learning: The Power of Template Matching

Alhalalmeh,

Fouda,

Rushdi

et al. 2023

Sustainability

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This research addressed the need to enhance template-matching performance in e-learning and automated assessments within Egypt’s evolving educational landscape, marked by the importance of e-learning during the COVID-19 pandemic. Despite the widespread adoption of e-learning, robust template-matching feedback mechanisms should still be developed for personalization, engagement, and learning outcomes. This study augmented the conventional best-buddies similarity (BBS) approach with four feature descriptors, Harris, scale-invariant feature transform (SIFT), speeded-up robust features (SURF), and maximally stable extremal regions (MSER), to enhance template-matching performance in e-learning. We systematically selected algorithms, integrated them into enhanced BBS schemes, and assessed their effectiveness against a baseline BBS approach using challenging data samples. A systematic algorithm selection process involving multiple reviewers was employed. Chosen algorithms were integrated into enhanced BBS schemes and rigorously evaluated. The results showed that the proposed schemes exhibited enhanced template-matching performance, suggesting potential improvements in personalization, engagement, and learning outcomes. Further, the study highlights the importance of robust template-matching feedback in e-learning, offering insights into improving educational quality. The findings enrich e-learning experiences, suggesting avenues for refining e-learning platforms and positively impacting the Egyptian education sector.

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Section: Template Matching and E-learningmentioning

confidence: 99%

“…This innovative syntactic-based learner model effectively identifies the structural deficiencies of a learner, primarily stemming from differences between their first and second languages. This introduces an entirely new approach to remediation within the ICALL system [43].…”

Section: Template Matching and E-learningmentioning

confidence: 99%

Automating Assessment and Providing Personalized Feedback in E-Learning: The Power of Template Matching

Alhalalmeh,

Fouda,

Rushdi

et al. 2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…Using a similar ICALL system, Chen and Tokuda (2003), Chen, Tokuda and Xiao (2002) and Tokuda and Chen (2001) have developed a sophisticated program for online translation training based on template pattern matching. The templates use words or phrases as a minimal unit, with the databases selected by experienced language teachers in the light of responses collected from sample students.…”

Section: Hintsmentioning

confidence: 99%

“…This operates by applying the parser to the closest model translation to obtain the best matched path to the student input translation, and identifying all deviations from the correctly parsed trees as errors. The parser not only provides a visualized tree demonstrating where students' errors are located, but also acts as the base for setting up an efficient learner model showing how these errors can best be repaired (Chen et al, 2002).…”

Section: Graphicsmentioning

confidence: 99%

E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

Felix¹

2005

ReCALL

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Link to this article: http://journals.cambridge.org/abstract_S0958344005000716How to cite this article: USCHI FELIX (2005). E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL, 17, pp 85-100 AbstractAn analysis of the characteristics of education and educational institutions of the third millennium shows that predominant features are flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional boundaries. Roles of both students and teachers have changed significantly as educational goals have broadened to include lifelong learning, global interaction, the acquisition of meta-cognitive knowledge and skills, and processes include negotiated curricula and real-life tutors and informants. This is a demanding package that appears to lead us naturally to a social constructivist paradigm for learning and teaching. While few would dispute the value of this approach in humanistic terms, a series of dilemmas -social, conceptual, political, pedagogicalhave been articulated. The author will demonstrate that although these are not insurmountable, addressing them has major time implications. The paper argues that to free up time we need to combine social constructivist activities with cognitive constructivist ones, incorporating personalised ICALL systems.

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“…Using a similar Intelligent CALL system, Chen & Tokuda (2003), Chen, Tokuda & Xiao (2002) and Tokuda & Chen (2001) have developed a sophisticated programme for online translation training based on template pattern matching. The templates use words or phrases as a minimal unit, with the databases selected by experienced language teachers in the light of responses collected from sample students.…”

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confidence: 99%

Best-practice Language Learning Online: A State-of-the-Art Review <p>References</p>

Felix¹

2005

Otago German Studies

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Many metaphors have been used to describe the Internet or the World Wide Web, the most rehearsed being the Information Superhighway. This, however, immediately gives the impression that their major function is to make information highly accessible and to provide it very quickly. While this function has an important role in education, it is only one of many elements in a broad spectrum of considerations which need to be orchestrated carefully in the quest for best practice in online language learning. Bateson's (1977)* metaphor of the orchestra seems, indeed, to be much more fitting. An orchestra going through the process of learning a new piece with the ultimate goal of turning out a public performance is a useful analogy for the experience which. a group of students and their teacher might share in an excellent online learning and teaching endeavour. A good conductor will facilitate and guide the enterprise, allowing players singly and in groups to shape the interpretation, and ultimately share ownership of the creation. Successful musicians will be intrinsically motivated, in tune with each other, prepared to work hard and open to new ways of reaching the desired goal, constantly updating their skills at both micro and macro levels. Their instruments will be of the best quality, finely tuned, highly reliable and supported by specialists, and the surrounding acoustics will be impeccable. This scenario describes ideal conditions which are rarely found in educational settings, although the Virtual Wedding project (Svensson 2003) in which students build virtual worlds in a state-of-the-art laboratory comes very close. Most of us are still faced with a large number of constraints that include unmotivated students, institutional pressures, lack of time, malfunctioning technology, access problems and poor technical expertise (see Felix 2003a for a detailed discussion). The other significant * Full bibliographical references for this article appear on pages 186-190.

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A POST Parser-Based Learner Model for Template-Based ICALL for Japanese-English Writing Skills

Cited by 11 publications

References 2 publications

Automating Assessment and Providing Personalized Feedback in E-Learning: The Power of Template Matching

Automating Assessment and Providing Personalized Feedback in E-Learning: The Power of Template Matching

E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches

Best-practice Language Learning Online: A State-of-the-Art Review <p>References</p>

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