Abstract
A linguistic, pedagogic and technological framework for an ICALL system called COPPER is presented here, where individual and collaborative learning are combined within a constructivist approach to facilitate second language learning. Based upon the Common European Framework of Reference for Languages, the ability to use language is viewed as one of several cognitive competences that are mobilised and modified when individuals communicate. To combine the different types of learning underlying the European Framework, a student model has been developed for COPPER that represents linguistic competences in a detailed way, combining high granularity expert-centric Bayesian networks with multidimensional stereotypes, and is updated following student activities semi-automatically. Instances of this model are used by an adaptive group formation algorithm that dynamically generates communicative groups based upon the linguistic capabilities of available students, and a collection of collaborative activity templates. As well as the student model, which is a representation of individual linguistic knowledge, preferences, etc., there is a group model, which is a representation of how a set of students works together. The results of a student’s activity within a group are evaluated by a student monitor, with more advanced linguistic competences, thereby sidestepping the difficulties present when using NLP techniques to automatically analyse non-restricted linguistic production. The monitor role empowers students and further consolidates what has been previously learnt. Students therefore initially work individually in this framework on certain linguistic concepts, and subsequently participate in authentic collaborative communicative activities, where their linguistic competences can develop approximately as they would in ‘real foreign language immersion experiences’.
Similar content being viewed by others
References
Alfonseca, E., Carro, R.M., Martín, E., Ortigosa, A.: The impact of learning styles on student grouping for collaborative learning: a case study. User Model User-Adapt Interact, this issue (2006)
Ayala, G., Yano, Y.: Learner models for supporting awareness and collaboration in a CSCL environment, intelligent tutoring systems. In: Frasson, C., Gauthier, G., A. (eds.) ITS’1996 (LNCS 1086), pp.158–167. Springer Verlag, Heidelberg (1973)
Bailin A. (1995): AI and language learning: theory and evaluation. In: Holland V.M., Kaplan J.D, Sams M.R. (eds). Intelligent Language Tutors: theory Shaping Technology. Lawrence Erlbaum Associates, Mahwah, NJ, pp. 327–343
Bárcena, E., Read, T.: The role of scaffolding in a learner-centered tutoring system for business english at a distance. Proceedings of the Third EDEN Research Workshop, University of Oldenburg, Germany (2004)
Barkley E.F., Cross K.P., Major C.H. (2005): Collaborative learning techniques: a handbook for college faculty. Jossey-Bass, San Francisco
Barr D., Leakey J., Ranchoux A. (2005): Told like it is! An evaluation of an integrated oral development pilot project. Language Learn. Technol. 9(3): 55–78
Barros B., Verdejo M.F. (2000): Analysing student interaction processes in order to improve collaboration: the DEGREE approach. Int. J. Artif. Intell. Edu. 11, 221–241
Brooks, J.G., Brooks, M.G.: Becoming a constructivist teacher. In search of understanding: the case for constructivist classrooms, pp. 101–118. Association for Supervision and Curriculum Development, Alexandria, VA (1993)
Bull S. (1994): Student modelling for second language acquisition. Computers and Education 23(1/2): 13–20
Chanier, T. (ed.): Language Learning. A special issue of Journal of Artificial in Education 5(4), (1994)
Chapelle C.A. (1995): A framework for the investigation of CALL as a context for SLA. CFLL J. 6(3): 2–8
Cortright R.N., Collins H.L., Rodenbaugh D.W., DiCarlo S.E. (2005): Peer instruction enhanced meaningful learning: ability to solve novel problems. Adv. Physiol. Edu. 29, 107–111
Cortright R.N., Collins H.L., Rodenbaugh D.W., DiCarlo S.E. (2003): Student retention of course content is improved by collaborative-group testing. Adv. Physiol. Educ. 27, 102–108
Council of Europe: Common European Framework of Reference for Languages: Learning, Teaching, Assessment. CUP, Cambridge (2001)
Cheng, R., Vassileva, J.: Design and evaluation of an adaptive incentive mechanism for sustained educational online communities. User Model. User-Adapt. Interact., this issue (2006)
Faerch C., Kasper G. (1983): Strategies in Interlanguage Communication. Longman, New York
Fodor J.A. (1983): The Modularity of Mind. An Essay on Faculty Psychology. MIT Press, Cambridge Mass
Gamper J., Knapp J. (2001): A review of intelligent CALL systems. Comput. Assist. Lang. Learn. 15(4): 329–342
Garrett N. (1995): ICALL and second language acquisition. In: Holland V.M., Kaplan J.D., Sams M.R. (eds). Intelligent Language Tutors: Theory Shaping Technology. Lawrence Erlbaum Associates, Mahwah, NJ, pp. 345–358
Harrington, M.: Intelligent computer-assisted language learning. On-CALL 10(3), http://www.cltr.uq. edu.au/oncall/harrington103.html (1996)
Heift T., Schulze M. (2003): Student modeling and ab initio language learning system. The International Journal of Educational Technology and Language Learning Systems. 31(4): 519–535
Holland M., Kaplan J., Sabol M. (1999): Preliminary tests of language learning in a speech-interactive graphics microworld. CALICO J. 16(3): 339–359
Jermann, P., Soller, A., Mühlenbrock, M.: From mirroring to guiding: a review of the state of art technology for supporting collaborative learning. In: Dillenbourg, P., Eurelings, A., Hakkarainen, K. (eds.) Proceedings EuroCSCL-2001, pp. 324–331. Maastricht (2001)
Kay, J.: Stereotypes, student models and scrutability. In: Gauthier, G., Frasson, C., VanLehn, K. (eds.) ITS2000, LNCS 1839, pp. 19–30. Springer-Verlag, Heidelberg (2000)
Krashen S. (1982): Principles and Practice in Second Language Acquisition. Prentice-Hall, New York
Lantolf, J.P.: Sociocultural Theory and Second Language Learning OUP, Oxford (2000)
Levy, M.: Computer Assisted Language Learning: Context and conceptualization, OUP, Oxford (1997)
Mayo M., Mitrovic A. (2001): Optimising ITS behaviour with Bayesian networks and decision theory. International Journal of Artificial Intelligence on Education 12(3): 124–153
Merrill D.C., Reiser B.J., Ranney M., Trafton G. (1992): Effective tutoring techniques: of human tutors and intelligent tutoring systems. J. Learn. Sci. 2(3): 277–305
Michaud, L.N., McCoy, K.F., Stark, L.A.: Modelling the acquisition of english: an intelligent CALL approach. Proceedings of the 8th International Conference on User Modeling, Sonthofen, Germany (LNAI 2109), pp. 14–23. Heidelberg, Springer- (2001)
Murphy, M., McTear, M.: Learner modelling for intelligent CALL. In: Jameson, A., Paris, C., Tasso, C. (eds.) Proceedings of the Sixth International Conference on User Modelling, pp. 301–312. Springer-Verlag, Vienna (1997)
Ohta A.S. (2000): Rethinking interaction in SLA: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In: Lantolf J.P. (eds). Sociocultural Theory and Second Language Learning. OUP, Oxford, pp. 51–78
Oxford R.L. (1995): Linking theories of learning with intelligent computer-assisted language learning. In: Holland V.M., Kaplan J.D., Sams M.R. (eds). Intelligent language Tutors: Theory Shaping Technology. Lawrence Erlbaum Associates, Mahwah, NJ, pp. 359–369
Read T., Bárcena E., Barros B., Verdejo M.F. (2002a): I-PETER: modelling personalised diagnosis and material selection for an on-line English course. In: Garijo F., Riquelme J., Toro M. (eds). Advances in Artificial Intelligence – Iberamia 2002 (LNAI 2527). Springer-Verlag, Berlin, pp. 734–744
Read T., Bárcena E., Barros B., Verdejo M.F. (2002b): Adaptive modelling of student diagnosis and material selection for on-line language learning. J. Intell. Fuzzy Syst 12(3/4): 135–150
Read, T., Bárcena, E., Barros, B., Varela, R., Pancorbo, J.: COPPER: modeling user linguistic production competence in an adaptive collaborative environment. In: L., Brna, P., Mitrovic, A. (eds.) 10th International Conference on User Modelling, Edinburgh, (LNAI 3538), pp. 144–153. Springer-Verlag, Berlin (2005)
Reeves, T.C., Herrington, J., Oliver, R.: Authentic activities and online learning. In: Goody, A., Herrington, J., Northcote, M. (eds.) Quality Conversations: Research and Development in Higher Education, vol. 25, pp. 562–567. HERDSA, Jamison, ACT (2002)
Salaberry M.R. (1996): A theoretical foundation for the development of pedagogical tasks in computer mediated communication. Calico J. 14(1): 5–34
Scriven M. (1967): The methodology of evaluation. In: Stake R.E. (eds). Perspectives of Curriculum Evaluation. Rand McNally, Chicago, IL, pp. 39–83
Seels, B.B., Richey, R.C.: Instructional Technology: The Definitions and Domains of the Field, Association for Educational Communications and Technology, Washington, DC (1994)
Self J.A. (1994): Formal approaches to student modelling. In: Greer J.E., McCalla G.I. (eds). Student Modelling: The Key to Individualized Knowledge-Based Instruction, NATO-ASI Series F. Springer-Verlag, Heidelberg, pp. 295–352
Stahl G. (2000): Collaborative information environments to support knowledge construction by communities. AI & Society 14, 71–97
Suebnukarn, S., Haddawy, P.: Modeling individual and collaborative problem-solving in medical problem-based learning. User Model. User-Adapt. Interact., this issue (2006)
Suri L.Z., McCoy K.F. (1993): Correcting discourse-level errors in a CALL system for second language learners. Computer Assisted Language Learning 6(3): 215–231
Ullman M.T. (2004): Contributions of memory circuits to language: the declarative/procedural model. Cognition 92(1–2): 231–270
Verdejo, M.F., Barros, B., Gómez Antón, R., Read, T.: The design and implementation of experimental collaborative learning in a distance learning context. ITHET 2003 Conference Proceedings, pp. 1–6 (2003)
Verdejo M.F., Barros B., Read T., Rodriguez-Artacho M. (2002): A system for the specification and development of an environment for distributed CSCL scenarios. In: Cerr S.A., Gouardères G., Paraguaçcu F. (eds). Intelligent Tutoring Systems, ITS’2002 (LNCS 2363), pp. 139–148
Virvou, M., Tsiriga, V.: Web Passive Voice Tutor: An intelligent computer assisted language learning system over the WWW. Proceedings of ICALT’01, pp. 131–134. IEEE Computer Society Press (2001)
Vygotsky S. (1986) : Thought and Language. MIT Press, Cambridge
Vygotsky S. (1978): Mind in Society: the Development of Higher Psychological Processes. Harvard University Press, London
Warschauer M. (1999): Electronic literacies: Language, Culture, and Power in Online Education. Lawrence Erlbaum Associates, Hillsdale, NJ
Wenger E. (1998): Communities of Practice: Learning, Meaning, and Identity. CUP, Cambridge, Mass
Wertsch J.V. (1991): Voices of the Mind: A Sociocultural Approach to Mediated Action. Harvard University Press, Cambridge, Mass
Willis J. (1996): A Framework for Task-Based Learning. Longman, London
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Read, T., Barros, B., Bárcena, E. et al. Coalescing individual and collaborative learning to model user linguistic competences. User Model User-Adap Inter 16, 349–376 (2006). https://doi.org/10.1007/s11257-006-9014-5
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11257-006-9014-5