Advertisement

An Experimental Study of Effective Feedback Strategies for Intelligent Tutorial Systems for Foreign Language

  • Anita Ferreira
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4140)

Abstract

This paper aims to inform the design of feedback strategies in ITS for Foreign Language. We explore empirical evidence about effectiveness of feedback strategies used in an experimental study in which students interacted with a web-based tutoring program. Results suggest that an ITS for a foreign language should implement feedback which prompts students for answers with grammar errors.

Keywords

Foreign Language Corrective Feedback Feedback Strategy Intelligent Tutorial System Gain Score 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Aleven, V., Popescu, Ogan, O.: A formative classroom evaluation of a tutorial dialogue system that supports self-explanation. In: Aleven, V. (ed.) Procs. of the 11th Int. Conf. on Artificial Intelligence in Education, pp. 345–355 (2003)Google Scholar
  2. 2.
    Chi, M.T.H., Siler, S., Jeong, H., Yamauchi, T., Hausmann, R.G.: Learning from tutoring. Cognitive Science 25(3), 471–533 (2001)CrossRefGoogle Scholar
  3. 3.
    Graesser, A.C., Lu, S., Jackson, G.T., Mitchell, H., Ventura, M., Olney, A., Louwerse, M.M.: Autotutor: A tutor with dialogue in natural language. Behavioral Research Methods, Instruments, and Computers 36, 180–193 (2004)CrossRefGoogle Scholar
  4. 4.
    Hume, G., Michael, J., Rovick, A., Evens, M.: Hinting as tactic in one-on-one tutoring. Journal of Learning Sciences 5(1), 23–47 (1996)CrossRefGoogle Scholar
  5. 5.
    Levin, L., Evans, D.: ALICE-chan: A case study in ICALL theory and practice. In: Holland, V., Kaplan, J., Sams, M. (eds.) Intelligent Language Tutors: Theory shaping technology. Lawrence Erlbaum Associates, Mahwah (1995)Google Scholar
  6. 6.
    Merrill, D., Reiser, B., Merrill, S.: Tutoring: Guided Learning by Doing. Cognition and Instruction 13(3), 315–372 (1995)CrossRefGoogle Scholar
  7. 7.
    Nagata, N.: The effectiveness of computer-assisted metalinguistic instruction: A case study in japanese. Foreign Language Annals 30(2), 187–199 (1997)CrossRefGoogle Scholar
  8. 8.
    Owen, E., Schultz, K.: Empirical foundations for intelligent coaching systems. In: Procs. of the Interservice/Industry Training, Simulation and Education Conference, Orlando, Florida (2005)Google Scholar
  9. 9.
    Rosé, C.P., Jordan, P., Ringenberg, M.: Interactive conceptual tutoring in atlasandes. In: Moore, J.D. (ed.) AI in Education: AI-ED in the wired and wireless future, pp. 256–266. IOS Press, Amsterdam (2001)Google Scholar
  10. 10.
    Sams, M.: Advanced Technologies for Language Learning: The Bridge project. In: Holland, V., Kaplan, J., Sams, M. (eds.) Intelligent Language Tutors: Theory shaping technology. Lawrence Erlbaum Associates, Mahwah (1995)Google Scholar
  11. 11.
    Zhou, Y., Freedman, R.: What Should the Tutor do When the Student Cannot Answer a Question? In: Procs. of the Twelfth Florida Artificial Intelligence Symposium (FLAIRS 1999), Orlando (1999)Google Scholar
  12. 12.
    Zinn, C., Moore, J., Core, M.: Intelligent information presentation for tutoring systems. In: Stock, O. (ed.) Multimodal Intelligent Information Presentation, vol. 27, pp. 227–254. Kluwer Academic Publishers, Dordrecht (2005)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2006

Authors and Affiliations

  • Anita Ferreira
    • 1
  1. 1.Universidad de ConcepcionConcepcionChile

Personalised recommendations