ICALL ecosystems: making ICALL’s intelligence both accessible and understandable

Abstract

This paper presents a reflection on the design of an Intelligent Computer-Assisted Language Learning (ICALL) ‘ecosystem’, integrated into an online learning environment for Spanish as a Foreign Language (SFL). The innovative dimension of the ecosystem lies in its triple focus: apart from enabling users to create and use intelligent language learning materials, it also tracks their activities in the environment and provides them insights (e.g. through knowledge clips) into Natural Language Processing (NLP), the source of ICALL’s ‘intelligence’. The reflective analysis is carried out by means of a case study with 32 SFL students, who work with the ecosystem in a blended writing course focused on vocabulary learning, lexical ambiguity, and Word Sense Disambiguation (WSD). Students’ attitudes towards engaging in the ICALL ecosystem are gauged through a questionnaire, which revealed a statistically significant positive change in attitude after having completed the course. However, the results also show that enhanced insights into NLP and increased confidence in the computer as a learning assistant do not necessarily go hand in hand with an increased curiosity and a better user experience.

Making ICALL’s intelligence accessible and understandable: evaluation, validation, and future directions of ICALL ecosystems

“…Working in such ecosystem led to a statistically significant positive change in attitude towards ICALL, but this did not automatically mean that the users also enjoyed working with the computer more, or that the ecosystem sparked their interest in learning more about language technology. With the present study, we aim to corroborate the findings of Degraeuwe and Goethals (2022a) by performing a similar case study based on a revised and expanded version of the ecosystem (see Section 2.3). Furthermore, this follow-up study will also briefly touch upon the use of generative Artificial Intelligence (AI), as the adequate and efficient use of AI driven applications is bound to become an essential skill in education.…”

“…In Degraeuwe and Goethals (2022a), we analysed how both abovementioned aspects could be addressed by designing an "ICALL ecosystem" (Section 2.1). Working in such ecosystem led to a statistically significant positive change in attitude towards ICALL, but this did not automatically mean that the users also enjoyed working with the computer more, or that the ecosystem sparked their interest in learning more about language technology.…”

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In this paper, we will reflect upon the revised and expanded version of the Intelligent Computer-Assisted Language Learning (ICALL) ecosystem developed in Degraeuwe and Goethals (2022a). We portray the upgraded version of the ecosystem and perform a reflective analysis on it following the same methodology as presented in Degraeuwe and Goethals (2022a).

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In this paper, we will reflect upon the revised and expanded version of the Intelligent Computer-Assisted Language Learning (ICALL) ecosystem developed in Degraeuwe and Goethals (2022a). We portray the upgraded version of the ecosystem and perform a reflective analysis on it following the same methodology as presented in Degraeuwe and Goethals (2022a). The analysis is carried out by means of a case study with 22 participants who study Spanish as a foreign language and who work with the ecosystem in a blended writing course focused on vocabulary learning and lexical ambiguity.

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EuroCALL 2023. CALL for all Languages - Short Papers

“…In this paper, we presented and reflected upon the upgraded version of the "ICALL ecosystem" introduced in Degraeuwe and Goethals (2022a). By using the same case study design we aimed to corroborate the findings of Degraeuwe and Goethals (2022a) which reported a significantly positive change in students' attitudes towards ICALL after having engaged with the ecosystem.…”