Relevant bibliographies by topics / Computerized language test

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Computerized language test'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Computerized language test"

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PARISSE, CHRISTOPHE, and EDITH SOUBEYRAND. "Computerized test for oral language perception: TIPLO." Journal of Multilingual Communication Disorders 1, no. 1 (January 2003): 53–61. http://dx.doi.org/10.1080/1476967031000106522.

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Haaf, Robert, Brent Duncan, Elizabeth Skarakis-Doyle, Maria Carew, and Paula Kapitan. "Computer-Based Language Assessment Software." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 68–74. http://dx.doi.org/10.1044/0161-1461.3001.68.

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Nonstandard presentation and response formats are often employed by speech-language pathologists when clients are unable to perform the pointing response required of many standardized tests. However, any adaptation to test administration potentially compromises the norming standards of that test. The present study investigated the effects of computerized presentation of the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) Form M, using two computer-based response formats. Seventy-two normally developing children between the ages of 4:0 (years:months) and 8:11 participated in this study. Subjects were randomly assigned to one of three response conditions: (1) standard presentation -direct pointing, (2) computer presentation-trackball, and (3) computer presentation-automated scanning. Statistical analyses revealed that there were no differences in performance across the response conditions, which is consistent with the hypothesis that computerized testforms are equivalent to standard forms. Age was strongly related to increased accuracy regardless of condition. Thus, the adapted response formats of the computerized version constitute statistically equivalent forms of the PPVT-R and can be used with the published norms for this test.
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van den Noort, Maurits, Peggy Bosch, Marco Haverkort, and Kenneth Hugdahl. "A Standard Computerized Version of the Reading Span Test in Different Languages." European Journal of Psychological Assessment 24, no. 1 (January 2008): 35–42. http://dx.doi.org/10.1027/1015-5759.24.1.35.

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The Reading Span Test (RST) is a verbal working-memory test. The original RST ( Daneman & Carpenter, 1980 ), and derivatives of it, are being used increasingly as assessments of central executive functioning and for research on aging-associated cognitive decline ( Whitney, Arnett, Driver, & Budd, 2001 ). Several versions have been made in order to further improve the test or to develop a version in a different language. However, all versions changed different things, making direct comparisons of the results with the RST between different research groups and across different languages impossible. This paper presents the results of testing a new standard computerized version of the RST in four languages (Dutch, English, German, and Norwegian). The new RST meets strict methodological criteria that are the same for all four language versions. A plausibility test, an abstract-concrete rating scale, and a pilot-study were conducted on native speakers to test the new RST. In addition, the internal and external reliability and the ecological validity of the new RST were tested. The results showed that the new RST is a suitable test to investigate verbal working memory. Finally, an important advantage of the new RST is that the different language versions make cross-linguistic comparisons of RST results possible.
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May, Jon, Katherine J. Alcock, Louise Robinson, and Christina Mwita. "A computerized test of speed of language comprehension unconfounded by literacy." Applied Cognitive Psychology 15, no. 4 (2001): 433–43. http://dx.doi.org/10.1002/acp.715.

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Chalhoub–Deville, Micheline, and Craig Deville. "COMPUTER ADAPTIVE TESTING IN SECOND LANGUAGE CONTEXTS." Annual Review of Applied Linguistics 19 (January 1999): 273–99. http://dx.doi.org/10.1017/s0267190599190147.

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The widespread accessibility to large, networked computer labs at educational sites and commercial testing centers, coupled with fast-paced advances in both computer technology and measurement theory, along with the availability of off-the-shelf software for test delivery, all help to make the computerized assessment of individuals more efficient and accurate than assessment using traditional paper-and-pencil (P&P) tests. Computer adaptive testing (CAT) is a form of computerized assessment that has achieved a strong foothold in licensure and certification testing and is finding greater application in many other areas as well, including education. A CAT differs from a straightforward, linear test in that an item(s) is selected for each test taker based on his/her performance on previous items. As such, assessment is tailored online to accommodate the test taker's estimated ability and confront the examinee with items that best measure that ability.
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Cúri, Mariana, and Vanessa Silva. "Academic English Proficiency Assessment Using a Computerized Adaptive Test." TEMA - Tendências em Matemática Aplicada e Computacional 20, no. 2 (July 29, 2019): 381. http://dx.doi.org/10.5540/tema.2019.020.02.381.

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This paper describes the steps to convert a paper-and-pencil English proficiency test for academic purposes, consisting of multiple choice items administered following the Admissible Probability Measurement Procedure [24], adopted by the graduate program at the Institute of Mathematics and Computer Sciences at the University of São Paulo (ICMC-USP), Brazil, to a computerized adaptive test (CAT) based on an Item Response Theory Model (IRT). Despite the fact that the program accepts various internationally recognized tests that attest non-native speakers English proficiency, such as the Test of English as a Foreign Language (TOEFL), the International English Language Testing System (IELTS) and the Cambridge English: Proficiency (CPE), for instance, its requirement is incoherent in public universities in Brazil due to the cost, which ranges from US$ 200.00 to US$ 300.00 per exam. The TAI-PI software (Computerized Adaptive Test for English Proficiency), which was developed in Java language and SQLite, started to be used to assess the English pro?ciency of students on the program from October, 2013. The statistical methodology used was defined considering the history and aims of the test and adopted Samejima's Graded Response Model [21], the Kullback-Leibler information criterion for item selection, the a posteriori estimation method for latent trait [2] and the Shadow Test approach [29] to impose restrictions (content and test length) on the test composition of each individual. A description of the test design, the statistical methods used, and the results of a real application of TAI-PI for graduate students are presented in this paper, as well as the validation studies of the new methodology for pass or fail classification, showing the good quality of the new evaluation system and examination of improvement using the IRT and CAT methods.
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Eberwein, Cynthia A., Sheila R. Pratt, Malcolm R. McNeil, Tepanta R. D. Fossett, Neil J. Szuminsky, and Patrick J. Doyle. "Auditory Performance Characteristics of the Computerized Revised Token Test (CRTT)." Journal of Speech, Language, and Hearing Research 50, no. 4 (August 2007): 865–77. http://dx.doi.org/10.1044/1092-4388(2007/061).

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PEREGUDOVA, I. P., P. P. DYACHUK, I. V. SHADRIN, and S. A. VIDENIN. "COMPUTERIZED DYNAMIC ASSESSMENT OF STUDENTS’ APTITUDE FOR ENGLISH LANGUAGE TENSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 55, no. 1 (March 30, 2021): 46–57. http://dx.doi.org/10.25146/1995-0861-2021-55-1-258.

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Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages ​​is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.
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Linlin, Cao. "Comparison of Automatic and Expert Teachers’ Rating of Computerized English Listening-Speaking Test." English Language Teaching 13, no. 1 (December 4, 2019): 18. http://dx.doi.org/10.5539/elt.v13n1p18.

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Through Many-Facet Rasch analysis, this study explores the rating differences between 1 computer automatic rater and 5 expert teacher raters on scoring 119 students in a computerized English listening-speaking test. Results indicate that both automatic and the teacher raters demonstrate good inter-rater reliability, though the automatic rater indicates less intra-rater reliability than college teacher and high school teacher raters under the stringent infit limits. There’s no central tendency and random effect for both automatic and human raters. This research provides evidence for the automatic rating reform of the computerized English listening-speaking test (CELST) in Guangdong NMET and encourages the application of MFRM in actual score monitoring.
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van den Branden, Kris, Veerle Depauw, and Sara Gysen. "A computerized task-based test of second language Dutch for vocational training purposes." Language Testing 19, no. 4 (October 2002): 438–52. http://dx.doi.org/10.1191/0265532202lt239oa.

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Dissertations / Theses on the topic "Computerized language test"

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Yu, Eunjyu. "A comparative study of the effects of a computerized English oral proficiency test format and a conventional SPEAK test format." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164601340.

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Tsuchiya, Shinsuke. "Elicited Imitation and Automated Speech Recognition: Evaluating Differences among Learners of Japanese." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2782.

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This study addresses the usefulness of elicited imitation (EI) and automated speech recognition (ASR) as a tool for second language acquisition (SLA) research by evaluating differences among learners of Japanese. The findings indicate that the EI and ASR grading system used in this study was able to differentiate between beginning- and advanced-level learners as well as instructed and self-instructed learners. No significant difference was found between self-instructed learners with and without post-mission instruction. The procedure, reliability and validity of the ASR-based computerized EI are discussed. Results and discussion will provide insights regarding different types of second language (L2) development, the effects of instruction, implications for teaching, as well as limitations of the EI and ASR grading system.
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Christensen, Carl V. "Fluency Features and Elicited Imitation as Oral Proficiency Measurement." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3114.

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The objective and automatic grading of oral language tests has been the subject of significant research in recent years. Several obstacles lie in the way of achieving this goal. Recent work has suggested a testing technique called elicited imitation (EI) can be used to accurately approximate global oral proficiency. This testing methodology, however, does not incorporate some fundamental aspects of language such as fluency. Other work has suggested another testing technique, simulated speech (SS), as a supplement to EI that can provide automated fluency metrics. In this work, I investigate a combination of fluency features extracted for SS testing and EI test scores to more accurately predict oral language proficiency. I also investigate the role of EI as an oral language test, and the optimal method of extracting fluency features from SS sound files. Results demonstrate the ability of EI and SS to more effectively predict hand-scored SS test item scores. I finally discuss implications of this work for future automated oral testing scenarios.
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Chao, Rih-Chang, and 趙日彰. "Development of Chinese Computerized Adaptive Test System Based on Language Knowledge Approach." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/16874034263941742229.

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博士
國立臺中教育大學
教育測驗統計研究所
103
There were five objectives of this empirical study. Firstly was to adopt the language knowledge approach to implement items for Chinese Proficiency Tests (CPTs), while second is to conduct a fitness comparison for reading comprehension in Chinese. Thirdly was to develop a higher-order computerized adaptive test (HO-IRT CAT) system bases on higher-order Item Response Theory (HO-IRT) for a CPT. Fourthly was to compare the differences of overall and domain abilities in Chinese communicative language proficiency among Chinese heritage learners. Last was to evaluate the effectiveness of ability estimation and item selection strategy of the HO-IRT CAT system. This study succeeds in making four major contributions, the first of which is the development of HO-IRT CAT system, which is an original CPTs system based on language knowledge approach, while the second is the application of one factor within-item HO-IRT structure which enables the simultaneous measurement of test-takers’ overall ability and their three domain abilities, thirdly is the application of the maximum a posteriori (MAP) estimator enables to accurately estimated test-takers’ communicative language ability. In addition, the MAP estimator is able to provide the HO-IRT CAT system with more efficiency item selection strategy. Last, but not least, the HO-IRT CAT system is able to directly reduce the administration costs associated with the test compared with either the current traditional paper-and-pencil or computer-based CPTs.
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Yang, Tae-kyoung Chang Hua-Hua. "Measurement of Korean EFL college students' foreign language classroom speaking anxiety evidence of psychometric properties and accuracy of a computerized adaptive test (CAT) with dichotomously scored items using a CAT simulation /." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/2199/yangt52868.pdf.

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Yang, Tae-kyoung. "Measurement of Korean EFL college students' foreign language classroom speaking anxiety: evidence of psychometric properties and accuracy of a computerized adaptive test (CAT) with dichotomously scored items using a CAT simulation." Thesis, 2005. http://hdl.handle.net/2152/2199.

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Yang, Mailing, and 楊玫玲. "Developing Computerized Tests of Chinese Language Receptive Ability for Level A2." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20648187613700571318.

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碩士
亞洲大學
資訊工程學系碩士在職專班
98
Language comprehension(receptive) abitity relates to the absorption and transmission of knowledge. It’s the basic tool for learning. From a cognitive perspective, understanding includes information input, processing, output and other sectors. We can see that comprehension is the very important target of the language learning. What is the comprehension ability? It’s called receptive ability in CEFR, meaning the ability to receive information, including listening and reading activities. In listening activities, the listeners have to receive and deal with information. In reading activities, the readers have to receive and interpret the content what it writes about. Besides, in the condition of listening and reading at the same time, the testee has to receive the input information of voice and sight. This study is based on CEFR. It divides the language activities into 4 types. They are reception, production, interaction and mediation (in particular interpreting or translating). Reception in CEFR means comprehension. Besides, we process the conversion of Chinese language scaled descriptors of A1 and A2. And we develop the computerized test according to these scaled descriptors. Then, we go to Philipe to test, and analize the test results.
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Mei-Ting, Chen, and 陳梅婷. "Developing Computerized Tests of Chinese Language Productive Ability for Level A2." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72621043167577726912.

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Schoeman, Adele. "The relationship between learning potential, English language proficiency and work-related training test results." Diss., 2002. http://hdl.handle.net/10500/770.

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Continuous change and competition in the working environment necessitate increased efficiency and productivity which require different and enhanced skills and abilities. It is therefore important that the right people with the right skills are selected and employees are developed to enable them to meet the organisational and national demands of the future. This dissertation investigates the relationship between learning potential, English language proficiency and work-related training test results to establish why some production employees perform better on work-related training test results than others. The results indicate that there is no significant relationship between the work-related training test results and either learning potential or English language proficiency. There is, however, a significant correlation between learning potential and English language proficiency. It might be worthwhile exploring the availability and adequacy of assessors as well as the motivational level of the production employees as factors that influence the progress made with work-related training test results.
Industrial and Organisational Psychology
MCOM (Industrial Psychology)
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Chung, Cindy Kyuah. "Predicting weight loss in blogs using computerized text analysis." 2009. http://hdl.handle.net/2152/6541.

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An increasing number of people are turning to online blogging communities devoted to self-change for smoking, shopping, and other behaviors. To understand processes underlying effective self-change, the current project tracked the language and social dynamics of a dieting blog community using computerized text analysis. Three research questions were asked: What predicts weight loss in blogs? What changes in blogging predict weight loss? Can we predict dropping out or successful weight loss based on the first two entries? A community of blogs devoted to weight loss was examined (n = 2530). Most bloggers were female, and on average, around 30 years old, approximately 200 pounds, with a goal weight of about 140 pounds. A sample of blogs by females that had blogged at least 15 entries within the first 15 weeks of blogging resulted in a total of 186 blogs, representing over 9,200 entries for analysis. Computerized text analysis was used to examine language for rates of self-focus, emotionality, cognitive processing, keeping food diaries, and social support. Rates of blogging were assessed by word counts, number of active weeks, and mean entries per week. Social support was assessed through the use of social words, the size of the social network, along with the positivity and negativity of the comments. The discrepancy between start and goal weight was also assessed. The results suggested that having larger weight loss goals and blogging about personal events was a more effective weight loss strategy than keeping an online food intake diary. The degree to which bloggers were socially integrated with the blog community was found to be a potent predictor of weight loss. Online components of behavioral treatment programs could encourage dieters to browse and comment on other dieters’ progress, and to share personal narratives rather than simply focusing on the benefits of food intake diaries, nutrition, and exercise. The current project points to the power of computerized text analytic tools to address important theoretical and practical social psychological issues that are evolving on the internet. Specifically, language analysis methods can identify which dimensions of blogging communities can help or hinder self-change processes.
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Books on the topic "Computerized language test"

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W, Daly Patrick, ed. Guide to LATEX. 4th ed. Boston: Addison-Wesley, 2004.

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W, Daly Patrick, ed. A guide to LATEX: Document preparation for beginners and advanced users. 3rd ed. Harlow, England: Addison-Wesley, 1999.

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Kopka, Helmut. A guide to LATEX: Document preparation for beginners and advanced users. Wokingham, England: Addison-Wesley, 1993.

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1916-, Gottschalk Louis A., and Bechtel Robert J, eds. Computerized content analysis of speech and verbal texts and its many applications. New York: Nova Science Publishers, 2008.

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Kopka, Helmut, and Patrick W. Daly. Guide to LaTeX (4th Edition) (Tools and Techniques for Computer Typesetting). 4th ed. Addison-Wesley Professional, 2003.

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Book chapters on the topic "Computerized language test"

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Hansen, Lynne, and Joshua Rowe. "A Computerized Test of Oral Proficiency." In Readings in Second Language Pedagogy and Second Language Acquisition, 75–82. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/ubli.4.08han.

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Baker, J. "Queendom Online Test Repository." In Handbook of Research on Electronic Surveys and Measurements, 352–54. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59140-792-8.ch049.

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According to Barak and English (2002), the use of Internet-based psychological tests is an extension of computerized testing which emerged in the 1980s (p. 65). As with computerized testing, online psychological tests provide almost instant results since Likert-style questions can be scored by the computer without additional human intervention. Additionally, customized profiles can be presented along with the resulting scores, enabling the user to draw additional meaning from the selected instrument. An additional benefit of Internet-based measures is the potential for web sites to serve as clearinghouses containing a myriad of instruments, available to online users for free or on a subscription basis. As a result, numerous online repositories have been developed which offer a variety of psychological tests, ranging from fully validated instruments to individually-designed scales. One of the more popular test libraries is the Queendom.com site run by Plumeus, Inc. Since its founding in 1996, over 90 million people have completed over 400 million tests in nine different languages at the Queendom web site (http://www.queendom.com). According to the Queendom home page, the site contains “114 professionally developed and validated psychological tests, 111 Just-for-Fun tests, [and] 230 mind games and quizzes.” The five most popular psychological tests are the Classical Intelligence Test, the Self-Esteem Test, the Emotional Intelligence Test, the Communication Skills Test, and the Type-A Personality Test. Just-for-Fun test include such measures as the Snob Test, the Blind Date Test, and the Party Guest Test. Mind games and quizzes include puzzles, math problems, memory games, and trivia tests.
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Hasegawa, Hiroshi, Julian Chen, and Teagan Collopy. "First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing." In New Technological Applications for Foreign and Second Language Learning and Teaching, 203–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2591-3.ch010.

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This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.
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Holtgraves, Thomas M., Cindy K. Chung, and James W. Pennebaker. "Using Computerized Text Analysis to Track Social Processes." In The Oxford Handbook of Language and Social Psychology. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199838639.013.037.

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Pei, Bo, Henglv Zhao, Wanli Xing, and Hee-Sun Lee. "The Exploration of Automated Image Processing Techniques in the Study of Scientific Argumentation." In Cognitive Computing in Technology-Enhanced Learning, 175–90. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9031-6.ch008.

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Scientific argumentation is an epistemic practice where scientific theories are proposed, refined, and refuted, and also a language-based practice where evidence is provided in support of claims. This chapter explores how techniques of computerized image processing can help researchers to identify relationships between features of images and the quality of written artifacts used in scientific argumentation. In this chapter, secondary school students worked in an interactive simulation model and made claims about whether rain water was trapped underground. Automated image processing was employed to precisely quantify several image features relevant to the students' claims. Chi-square tests and independent samples t-tests were used to determine the relationships between the extracted features and the argumentation. The results revealed that the presence of a line on a student's snapshot had a significant effect on that student's claim and explanation scores and the starting and endpoints of the students' lines significantly influenced their explanation scores, but not their claim scores.
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Conference papers on the topic "Computerized language test"

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Kumar, V., A. Castellanos, J. Ortega, V. Tandon, N. Agarwal, V. Udoewa, A. Kumar, and S. Prasad. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recent advancement in touchpad computing devices (such as IPAD and Android based tablets) and web-based technologies (such as WebGL/SVG for virtual-reality and web-based graphics and PHP based server level programming language). All assessments are developed at four increasing levels of difficulty. The levels one through three are designed to assess the lower level learning skills as discussed in the “Bloom’s taxonomy of cognitive skills” whereas level four contents are designed to test the higher level skills. The level-one assessments are designed to be easiest and include guiding materials and solved examples. To lessen the impact of disinterests caused by mathematical abstractions, the assessment and content presentations are strengthened by integrating the mathematical concepts with visual engineering materials from real-world and local important applications. All problems designed to assess the lower level skills are computerized and tested using the Computer Adaptive Testing (CAT) algorithm which enabled the instructor to focus on the higher level skills and offer the course in partially flipped classroom setting.
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Mughaz, Dror, Michael Cohen, Sagit Mejahez, Tal Ades, and Dan Bouhnik. "From an Artificial Neural Network to Teaching [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4557.

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[This Proceedings paper was revised and published in the "Interdisciplinary Journal of e-Skills and Lifelong Learning," 16, 1-17.] Aim/Purpose: Using Artificial Intelligence with Deep Learning (DL) techniques, which mimic the action of the brain, to improve a student’s grammar learning process. Finding the subject of a sentence using DL, and learning, by way of this computer field, to analyze human learning processes and mistakes. In addition, showing Artificial Intelligence learning processes, with and without a general overview of the problem that it is under examination. Applying the idea of the general perspective that the network gets on the sentences and deriving recommendations from this for teaching processes. Background: We looked for common patterns of computer errors and human grammar mistakes. Also deducing the neural network’s learning process, deriving conclusions, and applying concepts from this process to the process of human learning. Methodology: We used DL technologies and research methods. After analysis, we built models from three types of complex neuronal networks – LSTM, Bi-LSTM, and GRU – with sequence-to-sequence architecture. After this, we combined the sequence-to- sequence architecture model with the attention mechanism that gives a general overview of the input that the network receives. Contribution: The cost of computer applications is cheaper than that of manual human effort, and the availability of a computer program is much greater than that of humans to perform the same task. Thus, using computer applications, we can get many desired examples of mistakes without having to pay humans to perform the same task. Understanding the mistakes of the machine can help us to under-stand the human mistakes, because the human brain is the model of the artificial neural network. This way, we can facilitate the student learning process by teaching students not to make mistakes that we have seen made by the artificial neural network. We hope that with the method we have developed, it will be easier for teachers to discover common mistakes in students’ work before starting to teach them. In addition, we show that a “general explanation” of the issue under study can help the teaching and learning process. Findings: We performed the test case on the Hebrew language. From the mistakes we received from the computerized neuronal networks model we built, we were able to classify common human errors. That is, we were able to find a correspondence between machine mistakes and student mistakes. Recommendations for Practitioners: Use an artificial neural network to discover mistakes, and teach students not to make those mistakes. We recommend that before the teacher begins teaching a new topic, he or she gives a general explanation of the problems this topic deals with, and how to solve them. Recommendations for Researchers: To use machines that simulate the learning processes of the human brain, and study if we can thus learn about human learning processes. Impact on Society: When the computer makes the same mistakes as a human would, it is very easy to learn from those mistakes and improve the study process. The fact that ma-chine and humans make similar mistakes is a valuable insight, especially in the field of education, Since we can generate and analyze computer system errors instead of doing a survey of humans (who make mistakes similar to those of the machine); the teaching process becomes cheaper and more efficient. Future Research: We plan to create an automatic grammar-mistakes maker (for instance, by giving the artificial neural network only a tiny data-set to learn from) and ask the students to correct the errors made. In this way, the students will practice on the material in a focused manner. We plan to apply these techniques to other education subfields and, also, to non-educational fields. As far as we know, this is the first study to go in this direction ‒ instead of looking at organisms and building machines, to look at machines and learn about organisms.
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