Feedback in intelligent computer-assisted language learning and second language acquisition : a study of its effect on the acquisition of French past tense aspect using an Intelligent Language Tutoring System
Questions surrounding the impact of feedback in response to learner error are of interest in the fields of both Second Language Acquisition (SLA) and Intelligent Computer-Assisted Language Learning (ICALL). Current empirical SLA research seeks to ascertain what feedback types have a statistically significant positive impact on the process of acquiring a second language. Similarly, research in ICALL focuses on testing Intelligent Language Tutoring Systems (ILTSs) generally as well as the effectiveness of the feedback that they deliver. Despite this common interest in feedback, to date there has been no significant interdisciplinary research involving the two fields. The experiment reported here seeks to bridge this gap. Using a purpose-built ILTS, we tested the effect of two types of feedback on the acquisition of French past tense aspect among anglophone learners. Inspired by previous work in SLA, Explicit Inductive (EI) and Input Processing (IP) feedback were tested against a control group using a pre test/post test design. The learners completed a transformation and a grammaticality judgment task. For the transformation, they were presented with texts in the present tense and asked to re-write them in the
Hanson, Ruth Mary
Linguistics ; Second language acquisition ; French
Feedback in intelligent computer-assisted language learning and second language acquisition : a study of its effect on the acquisition of French past tense aspect using an Intelligent Language Tutoring System. Questions surrounding the impact of feedback in response to learner error are of interest in the fields of both Second Language Acquisition (SLA) and Intelligent Computer-Assisted Language Learning (ICALL). Current empirical SLA research seeks to ascertain what feedback types have a statistically significant positive impact on the process of acquiring a second language. Similarly, research in ICALL focuses on testing Intelligent Language Tutoring Systems (ILTSs) generally as well as the effectiveness of the feedback that they deliver. Despite this common interest in feedback, to date there has been no significant interdisciplinary research involving the two fields. The experiment reported here seeks to bridge this gap. Using a purpose-built ILTS, we tested the effect of two types of feedback on the acquisition of French past tense aspect among anglophone learners. Inspired by previous work in SLA, Explicit Inductive (EI) and Input Processing (IP) feedback were tested against a control group using a pre test/post test design. The learners completed a transformation and a grammaticality judgment task. For the transformation, they were presented with texts in the present tense and asked to re-write them in the
feedback intelligent computer_assisted language_learn second_language_acquisition study effect acquisition french past_tense aspect use intelligent language system questions surround impact feedback response learner error interest field second_language_acquisition_sla intelligent computer_assisted language_learning current empirical sla seek_ascertain feedback type statistically_significant positive impact process acquire second_language similarly focus test intelligent language systems generally well effectiveness feedback deliver despite common interest feedback date significant interdisciplinary involve two_field report seek bridge_gap using purpose_built test effect two_type feedback acquisition french past_tense aspect among anglophone learner inspired previous_work sla explicit inductive input processing feedback test control_group use pre_test post test_design learner complete transformation grammaticality judgment task transformation present texts present tense ask write