Using Language Engineering Programs to Raise Awareness of Future CALL Potential

Coniam, David

doi:10.1080/0958822042000334226

Cited by 8 publications

(4 citation statements)

References 7 publications

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“…Studies also suggest that natural language processors generate linguistic feedback (Coniam 2004;Nagata 2002), for example, immediate individualised grammatical feedback. The comprehensible meta-linguistic feedback is more effective than traditional feedback, and the students who receive meta-linguistic feedback perform much better in the posttest than those receiving no feedback (Nagata 1993(Nagata , 1997.…”

Section: A Tutor For Individualised Feedbackmentioning

confidence: 97%

International Perspectives on ELT Classroom Interaction

2015

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editors) INTERNATIONAL PERSPECTIVES ON TEACHER RESEARCH Christopher J. Jenks and Paul Seedhouse (editors) INTERNATIONAL PERSPECTIVES ON ELT CLASSROOM INTERACTION Forthcoming titles in the series: Hugo Bowles and Alessia Cogo (editors) INTERNATIONAL PERSPECTIVES ON TEACHING ENGLISH AS A LINGUA FRANCA Thomas S.C. Farrell INTERNATIONAL PERSPECTIVES ON ENGLISH LANGUAGE TEACHING (editor) International Perspectives on English Language Teaching Series Standing Order ISBN 978-0-230-30850-3 hardback 978-0-230-30851-0 paperback (outside North America only)You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of difficulty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above.

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Section: A Tutor For Individualised Feedbackmentioning

confidence: 97%

International Perspectives on ELT Classroom Interaction

2015

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“…In a study with undergraduate ESL teachers in training, Coniam (2004) describes an evaluation of the ALICE Artificial Intelligence Foundation site's Dave (also evaluated in the current study). It is claimed that Dave is the "perfect private tutor", since he replies "in perfect English just like a private English teacher" (http://www.alicebot.org/dave.html).…”

Section: Chatbots In Foreign Language Teaching and Learningmentioning

confidence: 99%

An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

Coniam

2008

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<p>'Chatbot' programs are pieces of software that can hold a conversation, or interact, in English. This paper explores the potential of chatbots for ESL (English as a Second Language) learning from a pedagogical perspective. From the command-line days of Eliza, chatbots have matured considerably – to the point where many chatbots now involve an avatar interface, with speech recognition also becoming available as a feature. The paper evaluates six chatbots currently available either online or for purchase. The evaluation examines chatbots from the perspective of their interfaces as a human-looking or sounding partner to chat with, as well as their usability as pieces of software suitable for ESL learners. To put some of these issues in perspective and provide insights into their use, the paper also reports on the use of some chatbots in<br />the ESL classroom. The paper concludes with an analysis of chatbots currently available, noting that while chatbots have matured considerably since the early days of Eliza, they still have a long way to go before they can interact with students in the way that researchers such as Atwell (1999) envisage.</p>

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“…In a study with undergraduate ESL teachers in training, Coniam (2004) describes an evaluation of the ALICE Artificial Intelligence Foundation site's Dave, also evaluated in the current study. Dave is claimed to be the "perfect private tutor", since he replies "in perfect English just like a private English teacher".…”

Section: Improvement In the Language Abilities Of Chatbotsmentioning

confidence: 99%

Evaluating the language resources of chatbots for their potential in English as a second language

Coniam

2008

ReCALL

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This paper investigates the linguistic worth of current ‘chatbot’ programs – software programs which attempt to hold a conversation, or interact, in English – as a precursor to their potential as an ESL (English as a second language) learning resource. After some initial background to the development of chatbots, and a discussion of the Loebner Prize Contest for the most ‘human’ chatbot (the ‘Turing Test’), the paper describes an in-depth study evaluating the linguistic accuracy of a number of chatbots available online. Since the ultimate purpose of the current study concerns chatbots' potential with ESL learners, the analysis of language embraces not only an examination of features of language from a native-speaker's perspective (the focus of the Turing Test), but also aspects of language from a second-language-user's perspective. Analyses indicate that while the winner of the 2005 Loebner Prize is the most able chatbot linguistically, it may not necessarily be the chatbot most suited to ESL learners. The paper concludes that while substantial progress has been made in terms of chatbots' language-handling, a robust ESL ‘conversation practice machine’ (Atwell, 1999) is still some way off being a reality.

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Using Language Engineering Programs to Raise Awareness of Future CALL Potential

Cited by 8 publications

References 7 publications

International Perspectives on ELT Classroom Interaction

International Perspectives on ELT Classroom Interaction

An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

Evaluating the language resources of chatbots for their potential in English as a second language

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