Source: Melissa Bond, Olaf Zawacki-Richter & Mark Nichols. 2019. Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology. British Journal of Educational Technology, 50,1, 12–63.
Our article, Language teachers’ perceptions on the use of OER language processing technologies in MALL, has just been published on Computer Assisted Language Learning Journal, Taylor & Francis Online.
50 free eprints can be downloaded from the following URL:
http://www.tandfonline.com/eprint/epWFWhVAGFZ4yRSIaMcA/full
Get yours now!!!!
Abstract
Combined with the ubiquity and constant connectivity of mobile devices, and with innovative approaches such as Data-Driven Learning (DDL), Natural Language Processing Technologies (NLPTs) as Open Educational Resources (OERs) could become a powerful tool for language learning as they promote individual and personalized learning. Using a questionnaire that was answered by language teachers (n = 230) in Spain and the UK, this research explores the extent to which OER NLPTs are currently known and used in adult foreign language learning. Our results suggest that teachers’ familiarity and use of OER NLPTs are very low. Although online dictionaries, collocation dictionaries and spell checkers are widely known, NLPTs appear to be generally underused in foreign language teaching. It was found that teachers prefer computer-based environments over mobile devices such as smartphones and tablets and that teachers’ qualification determines their familiarity with a wider range of OER NLPTs. This research offers insight into future applications of Language Processing Technologies as OERs in language learning.
KEYWORDS: Language learning, teachers’ perceptions, OER, MALL, natural language processing technologies, higher education
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TAL Journal: 2016 Volume 57-3
Call for papers
Topic: NLP for learning and teaching (Link)
Foreign Language Learning and Teaching is one of the fields where the introduction of information and communication technologies (ICT) has proved particularly fruitful. It is thus no wonder that Computer-Assisted Language Learning (CALL) has been among the first, from the 1960’s, to integrate insights and techniques from Natural Language Processing (NLP) to create intelligent computer-assisted learning environments. Since then, various other fields and disciplines have also incorporated NLP into electronic learning environments to support self-directed learning, blended learning or classroom teaching. NLP has overall contributed to the improvement of learning environments, and to the development of research in the related fields. It has allowed for the improvement of integrated systems, not to say the widening of issues in the related fields.
Today, online learning tools, Massive Open Online Courses (MOOCs), Small Private Online Courses, Computer-Assisted Pronunciation Teaching (CAPT) systems, Computer-Assisted Instruction systems for mathematics, sign language learning applications, or Intelligent Tutoring Systems (ITS), among many others, are heavy “consumers” of NLP, or about to become it.
Integrating NLP into these systems enables to consider, process and reproduce for learning purposes aspects of the content of linguistic data, to create more advanced educational resources, but also to make the communication with the learner more relevant in a teaching context.
The aspects of NLP most frequently involved are analysis of learners’ responses, feedback provision, automated generation of exercises, and the monitoring of learning progress. Other aspects related to learning and teaching also involve NLP, such as plagiarism detection, writing support, use of learner corpora or parallel corpora to detect and resolve errors, or adaptive learning systems integrating ontologies for the associated domains.
The contribution of NLP to these systems is generally regarded as positive. It must be recognized, however, that only a handful of such applications have made it to the general public as a commercial software. In most cases, the systems never left the laboratory and have a limited range of use, sometimes only as a proof of concept. Is this due, as many believe, to the high production cost of NLP resources? Is it because of the current quality of NLP results? Is it a consequence of the integration strategy of NLP into these applications?
The goal of this issue of Traitement Automatique des Langues dedicated to “NLP for learning and teaching” is to summarize the contribution of NLP to instructional systems, both at a theoretical level (opportunities, limitations, integration methods) and at the level of learning systems – or parts of systems – production.
Authors are invited to submit papers on all the aspects of the implementation of NLP into Computer-Assisted Instruction (CAI) systems for a given discipline, as well as useful tools for this task, in particular regarding, but not limited to, the following issues and tasks:
Position papers and state of the art papers are also welcome.
Language
Papers can be written in French or in English. Submissions in English will only be accepted if at least one of the authors is not a native speaker of French.
Submission guidelines
Submitted papers should be 20 to 25 pages long. Any dispensation regarding length should be previously discussed with the guest editors.
Authors are invited to submit their paper as a PDF file on http://tal-57-3.sciencesconf.org/ , by clicking on “Soumission d’un article”, after having previously registered and logged in on SciencesConf.org.
The TAL Journal follows a double-blind peer-reviewing process. All submissions must be carefully anonymized.
Stylesheets are available online on the journal website: http://www.atala.org/IMG/zip/tal-style.zip .
Important dates
Journal
Traitement Automatique des Langues is an international journal published since 1960 by ATALA (Association pour le traitement automatique des langues) with the support of CNRS. It is now published online, with an immediate open access to published papers, and annual print on demand. This does not change its editorial and reviewing process.
Guest editors
Editorial Board
*************************************************
Georges ANTONIADIS
Professeur d’informatique-linguistique
Directeur du Dpt Sciences du Langage & FLE
Responsable du master Industries de la Langue
UFR LLASIC / Laboratoire LIDILEM
Université Grenoble-Alpes, bâtiment Stendhal
CS 40700
38058 Grenoble cedex 9
Tél. : +33/0 4 76 82 77 61 Fax : +33/0 4 76 82 41 26
From the Corpora-list
Submissions are invited on all topics in the formal, computational, or psycholinguistic study of dialogue and discourse. Submissions received by May 1st will be considered for this issue, which is scheduled to appear in November 2016. Submissions received after this date will be considered for the next regular issue.
Dialogue and Discourse (D&D) is the first peer-reviewed open access journal dedicated exclusively to work that deals with language “beyond the sentence”. The journal adopts an interdisciplinary perspective, accepting work from Linguistics, Computer Science, Psychology, Sociology, Philosophy, and other associated fields with an interest in formally, technically, empirically or experimentally rigorous approaches. We are committed to ensuring the highest editorial standards and rigorous peer-review of all submissions, while granting open access to all interested readers. In addition to publishing a semi-annual regular issue, we publish special issues. Since 2010, we have published 41 papers in 3 special issues and 9 regular issues. The h-index for the journal, with most papers out less than 3 years, is 11.
Submissions are made via the online submission system at http://www.dialogue-and-discourse.org/submission.shtml. Authors are required to indicate if a submission is an extended version of one or more previously published conference paper(s); simultaneous submission to another venue is prohibited. Submissions will undergo rigorous peer-review according to the timeline below. Once accepted and finalised, papers will appear online immediately, as part of the next upcoming issue.
D&D (http://www.dialogue-and-discourse.org) is endorsed by SIGdial, SemDial, and AMLaP. D&D is indexed by the European Reference Index for the Humanities and Social Sciences.
* deadline for submissions May 01
* decision made Sep 01
* revisions due Oct 15
* issue published Nov 15
Dialogue and Discourse Editors
Issue Editor (Spring 2016):
Amanda Stent
Managing Editors:
Raquel Fernandez
Jonathan Ginzburg
David Schlangen
Associate Editors:
Gregory Aist
Matthew Crocker
Barbara Di Eugenio
Danielle Matthews
Rashmi Prasad
Massimo Poesio
Maite Taboada
David Traum
Full editorial board at: http://www.dialogue-and-discourse.org/editors.shtml