A Review of Intelligent CALL Systems

Gamper, Johann; Knapp, Judith

doi:10.1076/call.15.4.329.8270

Cited by 81 publications

(50 citation statements)

References 24 publications

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“…Levy [20] defined CALL as the use of computers in language teaching and learning. It can also be broadly defined as the application of any media, computational method, or technique in language acquisition [21].…”

Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Wang

Liao

2017

Symmetry

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Abstract:This study attempted to test whether the use of computer-assisted language learning (CALL) and innovative collaborative learning could be more effective than the use of traditional collaborative learning in improving students' English proficiencies. A true experimental design was used in the study. Four randomly-assigned groups participated in the study: a traditional collaborative learning group (TCLG, 34 students), an innovative collaborative learning group (ICLG, 31 students), a CALL traditional collaborative learning group (C ALL TCLG, 32 students), and a CALL innovative collaborative learning group (C ALL ICLG, 31 students). TOEIC (Test of English for International Communication) listening, reading, speaking, and writing pre-test and post-test assessments were given to all students at an interval of sixteen weeks. Multivariate analysis of covariance (MANCOVA), multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA) were used to analyze the data. The results revealed that students who used CALL had significantly better learning performance than those who did not. Students in innovative collaborative learning had significantly better learning performances than those in traditional collaborative learning. Additionally, students using CALL innovative collaborative learning had better learning performances than those in CALL collaborative learning, those in innovative collaborative learning, and those in traditional collaborative learning.

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Section: Computer-assisted Language Learning (Call)mentioning

confidence: 99%

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Wang

Liao

2017

Symmetry

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“…A meta-analysis of hundreds of studies of L1 and L2 CALL systems showed consistent positive benefits for CALL systems focusing on L1 reading, writing and spelling; there was no such finding for L2 systems [13]. These and other studies suggest that CALL aids have the potential to augment traditional teaching techniques and even replace them in certain controlled circumstances [14]. The dramatic increase in processing power, low cost of computer equipment and software, as well as the fact that learners can be easily motivated to use computers, make this type of solution extremely attractive for teachers of languages.…”

Section: Computer Assisted Language Learningmentioning

confidence: 99%

“…However, the inclusion of some aspects of Artificial Intelligence was first seen as viable less than two decades ago (see [14], for a review of the evolution of Intelligent CALL). Since then a variety of systems have been proposed and implemented, with some being converted into commercially available software.…”

Section: Computer-based Tutoring Systemsmentioning

confidence: 99%

On the Use of Automatic Speech Recognition to Facilitate Increased Literacy Rates in Jamaica

Coy¹

2013

IJCDSE

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“…The problem relates to the fact that future instructional programs may no longer fit well-defined categories of types of programs like tutorials, simulations, etc., and, thus, may not be evaluated by simply using different sets of criteria that match different instructional goals" (p. 17). This difficulty in classifying advanced computerassisted language learning (CALL) programs was also noted by Gamper & Knapp (2002), who predicted that future CALL programs will take a comprehensive approach that support semantics, pragmatics, cultural knowledge and social abilities.…”

Section: Common Deficiencies In Appraisal Guidelines and Checklistsmentioning

confidence: 99%

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

Molenda

Dabrowski

2005

PsycEXTRA Dataset

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. (Wertheim, 2004). This study investigates how to appraise the pedagogical potential of this new medium of video-game technology for foreign language education not just for a military audience but also its eventual use in public education. REPORT DATE MAY 20052 The ProblemIt is likely that the U.S. will be maintaining a large-scale military as well as civilian presence in Iraq and the Middle East for the indefinite future, requiring the deployment of large numbers of U.S. military and civilian personnel. These people will be living in an Arabic-language culture and interacting with Arabic speakers on a daily basis, but the vast majority of them speak no Arabic. Any language knowledge gained on the job will be lost when these individuals rotate out of Iraq in a year or less, creating a huge training need for their replacements that has been largely unfilled. While the 1 Department of Defense is actively pursuing a number of initiatives to increase the number of Arabic linguists, most recently detailed in Miles (2005), experts in languages and national security continue to point out the shortage (Freedman, 2004;Klaidman & Isikoff, 2003). The shortage underscores the need for rapid, user-friendly language instruction.The press of urgent security and infrastructure needs precludes assigning military personnel to the sort of classroom training that might ordinarily be used for this sort of language learning. Harding (2004) noted that the Defense Language Institute had 800 students in its 63 week-long full-time basic Arabic course, a luxury of time available only to soldiers in specialized career fields. For the majority of those soldiers who will be deployed to the Middle East, there is a pressing need to find alternative means to provide language training. Prensky (2001) suggested that digital game-based learning would be a pedagogically advantageous and logistically efficient method of filling this sort of need, one which the Department of Defense is pursuing (Jaffe, 2005).Under the influence of learner-centered educational theories, instructional designers are creating computer programs for self study that give a student considerable control over the learning process. These programs attempt to simulate rea...

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A Review of Intelligent CALL Systems

Cited by 81 publications

References 24 publications

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups

On the Use of Automatic Speech Recognition to Facilitate Increased Literacy Rates in Jamaica

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

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