Learner Modelling for Intelligent CALL
The demand for software for Computer-Assisted Language Learning (CALL) is increasing considerably. However a drawback of most, if not all, of the currently available CALL software is that it cannot provide very helpful feedback to the learner. The aim of
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Abstract. The demand for software for Computer-Assisted Language Learning (CALL) is increasing considerably. However a drawback of most, if not all, of the currently available CALL software is that it cannot provide very helpful feedback to the learner. The aim of this project was to work towards providing a more adequate and user-oriented interface for CALL. The project focused on the design of an application called CASTLE which takes into account the strengths, weaknesses, preferences and level of proficiency of each individual student when tutoring. This was accomplished by developing a module that provides detailed linguistic analysis of the learner's response to the exercises of the program, a module that creates a dynarnic model ofthe learner, and a module that controls the system's reactions to the leamer's input and the structure of the materials offered to the learner.
1 Introduction Computer-Assisted Language Learning (CALL) systems are becorning increasingly popular within the educational, training and business worlds. They have many advantages, for example, giving learners more independence from classrooms and allowing them the option to work on their material at any time of the day. Once implemented, it can be expected that the cost for CALL systems is considerably lower than for classroom teaching, and when used in conjunction with traditional classroom study, students can study more independently, leaving the teacher more time to concentrate on aspects of language teaching unsuitable for the computer, such as pronunciation and work on spoken dialogue. There are many CALL packages commercially available with excellent GUis, multimedia features and well designed tutorial sessions. However, invariably, these packages fall short when it comes to providing the learner with individualised teaching and flexible feedback, necessary features if true learning is to take place. As a result, CALL systems are often perceived by learners and teachers as dumb and inflexible, which is demotivating for the learner and restricts the independent use of CALL systems considerably. If CALL applications aretobe used more widely, and with more confidence, they need tobe able to provide this support for individual learners, with course materials as weil as the system' s reactions to the learner's input being adapted to the individuallearner's Ievel of proficiency, preferred learning strategies, and other aspects such as their knowledge of other languages. Such adaptivity is made possible through the use of a Learner Model which stores characteristics of the learner relevant to the system's tutoring strategies.
* This work has been funded under the EU' s Telematics Applications of Common Interest-Language Engineering LE 1-1615. A. Jameson et al. (eds.), User Modeling © Springer-Verlag Wien 1997
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M. Murphy and M. McTear
This paper is concemed with the specification and design of a Learner ModeHing component for a CALL system caHed CAS1LE. CAS1LE has been developed as part of the RECALL 1 project, which has sought to i
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