Relevant bibliographies by topics / Foreign language software

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

Academic literature on the topic 'Foreign language software'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Foreign language software"

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Mirzakhmedova, Hulkar Vasilovna OrMiHulkar Vasilovna, Kudratulla Sharipovich Omonov, and Nadira Tashmirzaevna Khalmurzaeva. "METHODS OF IMPROVING LANGUAGE SKILLS USING MEDIA SOFTWARE." Journal of Central Asian Social Studies 02, no. 03 (2021): 47–55. http://dx.doi.org/10.37547/jcass/volume02issue03-a8.

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Today, fast and high-quality teaching of foreign languages ​​to staff is becoming a daily task. The role of computer and pedagogical software in carrying out this task is invaluable. To this end, the article provides an analysis of the effective methods, advantages and disadvantages of using such pedagogical software tools - Rosetta Stone, Lingualeo, SmartNotebook. It also discusses the normative and legal acts on the teaching of foreign languages, Presidential Decrees and Orders, their practical expression and pedagogical software and their mechanisms of study in foreign languages.
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Dahl, Susan G., Beth Plott, and Jonathan D. Kaplan. "Foreign Language Tutoring - Implications for Software Development." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 40, no. 19 (1996): 962–66. http://dx.doi.org/10.1177/154193129604001902.

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Over the past ten years, the Army Research Institute (ARI) Advanced Training Methods Research Unit (ATMRU) has developed tools and techniques to support the Army's language training needs. Most notably, a PC-based military language tutor (MILT) has been developed to teach Arabic and Spanish skills. One of the most powerful elements of this tool is its authoring component, in which an Arabic or Spanish instructor need not be a trained linguist to develop lessons that include a wide variety of exercise types (e.g., multiple choice, full discourse). This capability is possible through the MILT's graphical user interface and embedded natural language processing (NLP) component. This paper describes the process through which this tool was designed to provide a flexible authoring capability as well as a powerful instructional delivery system for a wide target audience.
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Kudryashova, A. V., Ya V. Rozanova, and T. V. Sidorenko. "Corpus software in EFL teaching: Examination of language exposure." Education and science journal 22, no. 4 (2020): 131–45. http://dx.doi.org/10.17853/1994-5639-2020-4-131-145.

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Introduction. High-quality language education in technical universities requires its interdisciplinary relation to the content of highly specialised subjects corresponding to the training programmes aimed at instructing the future specialists. Educational materials in a foreign language are highly productive if they emphasise the terminology and professional vocabulary authentic to the current state of the scientific field.The aim of the study presented in the article was to assess the validity of the lexical material delivered in the course “English for Business Communication”, to determine the selection criteria for this vocabulary as well as the methods for its assimilation and practical application.Methodology and research methods. The applied corpus software enabled to obtain quantitative indicators of the distribution of foreign-language business vocabulary in the given training course. The lexical material being currently offered to students and the professional thesaurus identified via linguistic databases was compared with the use of comparative analysis and synthesis.Results and scientific novelty. The lexical units (terms, set expressions), which are the most active in the business sphere, were identified on the basis of its frequency. The authors established the correlation between them and educational vocabulary, both from the perspective of its integration into the course without block concentration throughout the course of university training, and from the perspective of the variety of methods used to practice this vocabulary. It is concluded that the applied educational material needs to be substantially adjusted. The vocabulary does not completely reflect the realities of the business communication sphere and the distribution of active vocational vocabulary regulated by methodological guidelines does not entirely contribute to its strong assimilation. According to the authors, the necessary changes to the approaches and methods for selecting and compiling lexical material and to the methodology for designing a foreign language course should be made on the basis of integrating pedagogical and linguistic knowledge, in particular, the methodology of teaching foreign languages and the corpus linguistics.Practical significance. The ways of integrating corpus programs in the process of developing the content of language disciplines, which are part of the main educational program of technical universities, are demonstrated as one of the methods to increase the effectiveness of teaching foreign languages to students of non-linguistic specialties.
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Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.

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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.
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Moon, Dosik, and Dong Kyun Lim. "Using Weblogs in Foreign Language Classrooms: Possibilities and Challenges." International Journal of Software Engineering and Its Applications 7, no. 5 (2013): 121–28. http://dx.doi.org/10.14257/ijseia.2013.7.5.12.

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Melkonyan, Anna, and Armine Matevosyan. "Technology-assisted foreign language learning (TALL) in the digital age." SHS Web of Conferences 88 (2020): 02005. http://dx.doi.org/10.1051/shsconf/20208802005.

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The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.
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Dolmatova, Polina, and . "Software for Creating Tutorials and Examinations on Natural Languages." International Journal of Engineering & Technology 7, no. 4.36 (2018): 315. http://dx.doi.org/10.14419/ijet.v7i4.36.23795.

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Currently, philologists often use various software in studying and testing foreign languages. This work presents the software for creating tutorials and exams by philologists independently from software developers. To cover various features of natural languages and involve more abilities of users, such tutorials and exams contain randomly generated tasks of different types. Both questions and answers of the tasks can be text, graphic, sound, or combined. This software implements the algorithmic programming language for creating randomly generated (parameterized) tasks. The paper describes the objects, the syntax, and the procedure for generating random tasks in this programming language. The developed software is tested and used in secondary and higher educational institutions.
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Хукаленко, Ю. С. "Обучение иностранным языкам (на примере английского) с помощью технологии виртуальной реальности: обзор основных разработок". Известия Восточного института 49, № 2 (2021): 118–28. http://dx.doi.org/10.24866/2542-1611/2021-2/118-128.

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В данной работе представлен анализ инновационных решений с использованием виртуальной реальности для практики иностранных языков на примере английского языка. Выделены два типа программного обеспечения, применимых в рамках учебного процесса в школах и вузах: специализированные и смежные разработки. Результаты анализа демонстрируют, что виртуальная реальность как образовательная технология обладает потенциалом, однако всё ещё находится на начальном этапе своего развития, а существующие приложения нуждаются в методических доработках и дополнительных исследованиях эффективности.
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Liepa, Diāna, and Ausma Špona. "Pedagogical Principles of Foreign Language Studies." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 331. http://dx.doi.org/10.17770/sie2012vol1.54.

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<p>Adult learners’ study process is affected by former life’s experiences: memories, various events, relations and former study habits etc. Adult learning that is based on adults‘ own initiative and responsibility have been defined in several ways: self-directed learning, self-planned studying, self-studying, independent studies, autonomous studying, autodidactics as well as open learning. Aim of the study: to propose pedagogical principles of foreign language studies. Materials and methods: analysis of scientific and methodological literature, modelling, observation, Methods of data processing and analysis: quantitative (data analysis by using the data processing software SPSS 17.0. In the Research results approve high necessity to optimise the study process taking into consideration the principles that were researched in adults’ learning and teaching.</p>
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Nurtdinova, Lilia R. "Methodical organization of learning material for professional foreign language teaching programs with virtual reality." Pedagogy and Psychology of Education, no. 1, 2020 (2020): 106–15. http://dx.doi.org/10.31862/2500-297x-2020-1-106-115.

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Currently, teaching a foreign language in the field of higher education requires a professional orientation. This approach is explained by the fact that foreign language communication is both an instrument of intercultural communication and a way of acquiring special knowledge. The influence of information technology on education has led to the development of new methods for obtaining knowledge. This paper describes the methodology for creating learning material for a hardware-software complex with virtual reality technologies (HSC-VR) for teaching a professionally oriented foreign language course using the example of the CUSTOMS VR program developed by a group of teachers of the Foreign Languages Department of Samara State Technical University for future customs officers.
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Dissertations / Theses on the topic "Foreign language software"

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SHAUGHNESSY, MICHAEL RYAN. "EDUCATIONAL SOFTWARE EVALUATION: A CONTEXTUAL APPROACH." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1021653053.

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Martins, Cristiana Gomes de Freitas Menezes. "The evaluation of educational software programs for English as a foreign language and/or second language pronunciation development." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14859.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior<br>The purpose of this study was to evaluate how well educational software programs teach English as a Foreign Language and/or Second Language (EFL/ESL) pronunciation following the principles of the Communicative Approach (CELCE-MURCIA et al., 2010). In the first stage of the research, a software program evaluation instrument was developed and validated. Forty-six EFL/ESL teachers used it to analyze an online version of the software program Pronunciation Power 2. The responses of the participants were submitted for statistical analysis. An ICC of 0.983 (zero point nine hundred eighty-three) for the responses indicated a high degree of correlation in the evaluation of the instrument items used by the participants. The results of the One-Way ANOVA also indicated that there was no significant difference (p> 0.05) in the evaluation of the items. The Cronbach's alpha coefficient obtained was 0.918 (zero point nine hundred and eighteen), indicating a high degree of internal consistency. The results of the factor analysis suggested grouping the instrument items into 5 (five) components that were arranged in the following order: 1. Content Design; 2. Pedagogical Design; 3. Assessment/Flexibility Design; 4. Multimedia Design; and 5. Automatic Speech Recognition (ASR) Design. In the second stage of the research, the instrument was used to analyze 5 (five) EFL/ESL pronunciation teaching software programs available on the market. Regarding the items of the component Content Design, the analysis showed that only one software program obtained less than 50% (fifty percent) of the maximum rating, two programs obtained between 50 and 70% (fifty and seventy percent) and two other programs reached more than 80% (eighty percent) of the maximum rating. In the items of Pedagogical Design, all programs scored above 50% (fifty percent); three programs obtained between 50 and 70% (fifty and seventy percent) and two other programs obtained above 70% (seventy percent). The evaluation of the ASR Design indicated that the items for this component had minimum ratings in all programs - four software programs scored zero and only one program obtained 33.33% (thirty-three point thirty-three percent) of the maximum rating for this component. The component Assessment/Flexibility Design obtained less than 50% (fifty percent) of the maximum rating of all the group items, while the items for Multimedia Design achieved higher ratings in most programs. Two software programs obtained between 50 and 70% (fifty and seventy percent) and three scored above 70% (seventy percent). To sum up, the overall results indicate that only one software program obtained more than 75% (seventyfive percent) of the maximum rating on the instrument. The other four programs presented less than three-quarters of the necessary characteristics to potentially develop English pronunciation. Although these programs, by themselves, may not be able to develop EFL/ESL pronunciation satisfactorily, they can be used to enrich the teaching of EFL/ESL pronunciation.<br>Esta pesquisa teve como objetivo avaliar de que maneira softwares educativos ensinam a pronÃncia do inglÃs como LÃngua Estrangeira e/ou Segunda LÃngua (LE/L2), seguindo os princÃpios da Abordagem Comunicativa (CELCE-MURCIA et al., 2010). Na primeira etapa da pesquisa, elaboramos um instrumento de avaliaÃÃo de softwares e o submetemos a processos de validaÃÃo. Quarenta e seis professores de inglÃs como LE/L2 o utilizaram para avaliar uma versÃo online do software âPronunciation Power 2â. As respostas dos participantes foram submetidas a tratamentos estatÃsticos. O ICC encontrado, 0,983 (zero vÃrgula novecentos e oitenta e trÃs), mostrou um alto grau de correlaÃÃo na avaliaÃÃo dos itens do instrumento pelos participantes. Os resultados da ANOVA simples tambÃm apontaram que nÃo havia diferenÃa significativa (p > 0,05) na avaliaÃÃo dos itens. O Coeficiente Alpha de Cronbach obtido de 0,918 (zero vÃrgula novecentos e dezoito) indicou um elevado grau de consistÃncia interna. JÃ os resultados da AnÃlise Fatorial sugeriram o agrupamento dos itens do instrumento em 5 (cinco) componentes que foram organizados na seguinte ordem: 1. Design de ConteÃdo; 2. Design PedagÃgico; 3. Design de AvaliaÃÃo/Flexibilidade; 4. Design de MultimÃdia; e 5. Design do Mecanismo de Reconhecimento AutomÃtico de Fala (MRAF). Na segunda etapa da pesquisa, utilizamos o instrumento para analisarmos 5 (cinco) softwares para o ensino da pronÃncia do inglÃs como LE/L2 disponÃveis no mercado. Em relaÃÃo aos itens do componente Design de ConteÃdo, a anÃlise evidenciou que apenas um software obteve menos de 50% (cinquenta por cento) da pontuaÃÃo total, dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e outros dois atingiram mais de 80% (oitenta por cento) da pontuaÃÃo total. Nos itens de Design PedagÃgico, todos os softwares pontuaram acima de 50% (cinquenta por cento); trÃs softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e dois outros acima de 70% (setenta por cento). JÃ a avaliaÃÃo de Design de MRAF apontou que os itens desse componente foram os que obtiveram menor pontuaÃÃo em todos os programas â quatro softwares pontuaram zero e um Ãnico software obteve 33,33% (trinta e trÃs vÃrgula trinta e trÃs por cento) do total de pontos do componente. O componente Design de AvaliaÃÃo/Flexibilidade obteve, na maioria dos programas, menos de 50% (cinquenta por cento) da avaliaÃÃo mÃxima de todos os itens do grupo, enquanto os itens de Design de MultimÃdia atingiram maior pontuaÃÃo na maioria dos programas. Dois softwares obtiveram entre 50 e 70% (cinquenta e setenta por cento) e trÃs pontuaram acima de 70% (setenta por cento). No somatÃrio geral, apenas um dos softwares obteve mais de 75% (setenta e cinco por cento) da pontuaÃÃo total do instrumento. Os outros quatro softwares apresentaram menos de trÃs quartos do total das caracterÃsticas necessÃrias para potencialmente desenvolverem a pronÃncia da lÃngua inglesa. Embora esses programas, por si prÃprios, nÃo sejam capazes de desenvolver a pronÃncia da lÃngua inglesa como LE/L2, eles podem ser usados para enriquecer o ensino da pronÃncia do inglÃs como LE/L2.
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Samuels, Jeffrey D. "Pedagogy and related criteria| The selection of software for computer assisted language learning." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600773.

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<p> Computer-Assisted Language Learning (CALL) is an established field of academic inquiry with distinct applications for second language teaching and learning. Many CALL professionals direct language labs or language resource centers (LRCs) in which CALL software applications and generic software applications support language learning programs and individual study. The central research question of this study is: What aspects define the lived experience of CALL professionals as they select CALL solutions for language resource centers or language labs? A subset of related research questions focuses on how CALL professionals consider pedagogical aspects of CALL solutions in making selections, the other aspects that CALL professionals consider in adoption or non-adoption decisions, and how CALL professionals experience satisfaction with the solutions available to them, taking into account these pedagogical and other aspects. This study explores the selection of applications from a phenomenological approach based upon Moustakas's modification of Van Kaam's method. Twenty-five language lab and language resource center directors, members of the International Association for Language Learning Technology (IALLT), were interviewed to ascertain aspects of their lived experience in the selection and use of CALL applications in their educational institutions. Areas of inquiry included the alignment of instructional technologies used for language learning to pedagogical and andragogical approaches; the importance of other factors such as cost, technical support, and provider reputation; and the extent of user satisfaction with each of these elements. The majority of the interviewees indicated that pedagogical alignment between CALL solutions and the pedagogical orientation of the programs they support is a critical factor in their decision-making process. Cost is a factor in the majority of cases, while provider reputation and technical support vary as criteria for adoption. Interviewees also identified varying levels of satisfaction with the CALL solutions available with regard to these factors. They proposed a number of additional user requirements and adoption criteria to be integrated into the development lifecycle of CALL software solutions. </p><p> <i>Keywords:</i> CALL, computer-assisted language learning, user requirements, user satisfaction, pedagogy, andragogy, software selection, instructional technology, language lab, language resource center, IALLT, language learning technology, information technology.</p>
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Cordier, Deborah. "Speech Recognition Software for Language Learning: Toward an Evaluation of Validity and Student Perceptions." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003172.

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Alghamdi, Fatimah M. A. "Computer assisted tracking of university student writing in English as a foreign language." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/169815/.

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The study tracked development along university levels in writing in English as a foreign language of students of two disciplines: English Language and Literature, and Computer Science. Informed by the cognitive process theory of writing, other theoretical accounts of development in writing and findings of relevant literature, the study set out to test hypothesized development in fluency, revision behaviour, writers‟ awareness and concerns and text quality in the writing of university students. Moreover, the study aimed to find out if students from the two majors demonstrate different developmental patterns in terms of these variables; and if variation in text quality can be related to writing process and awareness. The study utilized a computer logging program (ScriptLog) as the main recording, observing and playback research tool; elicited responses to immediate recall questions; and obtained independent text assessment. It also employed stimulated recall procedure to get a closer look at a small proportion of individual writing sessions. Quantitative data analysis revealed that along the university levels English majors demonstrated systematic development in their writing process and product, with progressively increased fluency, higher-level and more global revision orientation, and better awareness of the demands of task and audience. They also exhibited considerable and consistent improvement in text quality. Computer Science students, on the other hand, displayed a different pattern. In their fourth level there was a notable increase in the rate of production and the proportion of conceptual revisions, but a significant decrease in text quality compared with their three-semester juniors. In their eighth semester, they demonstrated improvement but remained in a lesser position than their English-major peers in fluency measures and text quality. These findings assert the significance of formal L2 knowledge in assisting automatic access to the mental linguistic repertoire and reducing concerns over local and surface-level linguistic details; and they stress the importance of continued formal facilitation of L2. In addition, a number of participants attended individual writing sessions wherein their writing activity was followed by stimulated recall interviews. A close investigation of participants‟ reports of their writing strategies and concerns asserts the trends found in the quantitative analysis. However the qualitative inquiry offers more insight into the development of university students. It appears that the tertiary academic experience has in the long run benefited both groups of writers. Senior participants of both majors were able to take authority of their texts. They acted less at surface and local levels and more at conceptual and global levels, moving information around and changing larger chunks of text in order to minimize ambiguity and respond to the demands of audience. They showed consideration and utilization of content knowledge they had acquired in their subject area.
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Masha, Khanyisa Rose. "A case study investigating the essay writing skills of Eastern Cape Technikon education students using the Writing Process Workshop language software." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1104.

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Bolt, Philip. "The design and implementation of a grammar-checking program for learners of English as a foreign language : information, processes, possibilities and limitations." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363385.

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Bado, Niamboue. "Video Games and English as a Foreign Language Education in Burkina Faso." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395498334.

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Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.

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The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.
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Sun, Sanjun. "Measuring difficulty in English-Chinese translation: Towards a general model of translation difficulty." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340740285.

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Books on the topic "Foreign language software"

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Qiu, Zhong Grace Yi, ed. Preparation for the TOEFL, software user's manual. 7th ed. Macmillan, 1996.

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Sánchez, Darío. Spanish for health professionals: Interactive language exercises : doctors, dentists, nurses, psychologists, social workers & related fields = Inglés para profesionistas de la salud : ejercicios interactivos de lenguaje : doctores, dentistas, enfermeras, sicólogos, trabajadores sociales y campos afines. Computer Resources Associates, 1997.

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Kramer, Christina Elizabeth. Macedonian: A course for beginning and intermediate students = [Makedonski jazik]. University of Wisconsin Press, 1999.

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Macedonian =: Makedonski jazik : a course for beginning and intermediate students. 2nd ed. University of Wisconsin Press, 2003.

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Diana, Satin, ed. Learning computers, speaking English: Cooperative activities for learning English and basic word processing. University of Michigan Press, 2000.

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Oxford practice grammar: With answers. 2nd ed. Oxford University Press, 1999.

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Wallwork, Adrian. English for Presentations at International Conferences. Springer Science+Business Media, LLC, 2010.

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Flewelling, Janet. The evaluation of foreign language software: Teacher perceptions. 1990.

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Flewelling, Janet *. The evaluation of foreign language software: teacher perceptions. 1990.

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McCarthy, Michael, Jeanne McCarten, and Helen Sandiford. Touchstone Whiteboard Software 1 (Touchstone). Cambridge University Press, 2008.

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Book chapters on the topic "Foreign language software"

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Turel, Vehbi, and Peter McKenna. "Design of Language Learning Software." In Computer-Assisted Foreign Language Teaching and Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch011.

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In this chapter, the authors focus on the principles and guidelines that should be borne in mind when designing and developing (interactive multimedia) language software for foreign language learning. The stages of software design and development can be categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating. Each stage is vital to the design and development process for cost effective software, and a wide range of principles and guidelines need to be borne in mind at each stage in order to design and develop effective language learning software. Here, the authors focus on the design principles and guidelines that need to be considered while designing and developing language software.
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Turel, Vehbi, and Peter McKenna. "Design of Language Learning Software." In Software Design and Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4301-7.ch059.

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In this chapter, the authors focus on the principles and guidelines that should be borne in mind when designing and developing (interactive multimedia) language software for foreign language learning. The stages of software design and development can be categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating. Each stage is vital to the design and development process for cost effective software, and a wide range of principles and guidelines need to be borne in mind at each stage in order to design and develop effective language learning software. Here, the authors focus on the design principles and guidelines that need to be considered while designing and developing language software.
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Balaban, M. A., T. Gergely, and L. Kálmán. "Development Stimulation in Computer Based Foreign Language Teaching." In Eurit 86: Developments in Educational Software and Courseware. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-032693-1.50022-8.

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Schoenmaker, Jan, Pieter Burghart, Maria Walner, Koert van Daalen, and Thomas Toutenhoofd. "An Interactive Graphics Environment for Learning Foreign Language." In Eurit 86: Developments in Educational Software and Courseware. Elsevier, 1987. http://dx.doi.org/10.1016/b978-0-08-032693-1.50048-4.

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Irgin, Pelin. "Exploring Teachers' Beliefs About Listening in a Foreign Language." In Design Solutions for Adaptive Hypermedia Listening Software. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7876-6.ch010.

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There is a substantial amount of research in the field of language teacher cognition reiterating that teachers' beliefs influence their classroom practices; however, teacher beliefs and practices do not always correspond because of the differences in both researchers' and teachers' conceptualization of beliefs and practices. This study aims to investigate the beliefs and practices of 96 language teachers in Turkey. A mixed-method research design was employed to answer the questions to what extent teachers' beliefs and practices reflect the issues stated in the literature on second language listening, what their beliefs and listening instructional practices are, whether their beliefs and practices converge, and if so, what factors underpin them.
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Margounakis, Dimitrios G. "Foreign Languages Learning." In Advanced Technologies and Standards for Interactive Educational Television. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0253-2.ch003.

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This chapter examines which capabilities of interactive TV can be used to enhance the foreign languages learning experience in children and adolescents. In modern English language courses, interactive whiteboard software and interactive e-books provide several multimedia capabilities, whose relative transition in their iTV version can be of great benefit for students. The possible changes that the educational process may undergo due to the use of interactive TV in the light of the blended learning model, as well as the expected benefits of this transition are discussed in this chapter. It also examines how beneficial the use of iTV functions as a support process in the traditional classroom model would be and if it is feasible to use it autonomously entirely for the learning process, considering the specificities of the age group under consideration.
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"Narrative-Oriented Software for the Learning of a Foreign Language." In Technology-Mediated Narrative Environments for Learning. Brill | Sense, 2006. http://dx.doi.org/10.1163/9789087901073_004.

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Berns, Anke, Iván Ruiz-Rube, José Miguel Mota, et al. ""Let's date!" A 360-degree video application to support foreign language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.983.

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New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that the use of 360° videos based on realistic situations and combined with a conversational agent is suitable to reinforce students’ foreign language competencies.
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Taskiran, Ayse, and Mujgan Yazici. "Formative Feedback in Online Distance Language Learning." In Motivation, Volition, and Engagement in Online Distance Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7681-6.ch005.

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Today, in open and distance learning environments, employing different technologies and methods for individual formative feedback is possible with artificial intelligence. Artificial intelligence-based software can contribute to the learning processes by providing effective and immediate automated feedback (AF). This chapter highlights the importance of formative feedback in the context of distance foreign language teaching and elaborates the use of AF technology as a mean to provide effective, efficient, and attractive feedback. The effectiveness of artificial intelligence-based AF tools in increasing achievement, motivation, and self-sufficiency in English writing activities in distance foreign language learning is discussed within Keller's ARCS (attention, relevance, confidence, and satisfaction) motivation model. The potential advantages of AF tools and suggestions for their effective use in distance language teaching and learning processes are elaborated within the framework of the ARCS model.
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Swanson, Pete. "Digital Recording Platforms and Integrated Performance Assessments in Second/Foreign Language Learning." In Handbook of Research on Education and Technology in a Changing Society. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch029.

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The teaching and learning of a new language can be daunting for both instructors and learners. Second/foreign language teachers must overcome a multitude of impediments in which to bring students to higher levels of language learning. Research using digital voice recording software indicates that by integrating such technology into the curriculum, there are multiple benefits for both instructors and students. In this chapter, the author discusses the challenges language teachers face and then outlines six free digital voice recorder options that are available to teachers. Afterward, the author advances a series of curricular and procedural considerations for the integration of digital voice recordings in the language-learning classroom before discussing findings from studies focused on the use of digital recordings for educational purposes. The chapter concludes with a discussion of best practices using digital voice recordings for integrated performance assessments and a discussion of new avenues for future research.
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Conference papers on the topic "Foreign language software"

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Ene, Alexandru, and Andrei Ene. "A foreign language vocabulary learning software application." In 2016 8th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2016. http://dx.doi.org/10.1109/ecai.2016.7861199.

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Li, Li. "Knowledge Flow-based Semantic Organization of Resources about Foreign Language Learning." In The 28th International Conference on Software Engineering and Knowledge Engineering. KSI Research Inc. and Knowledge Systems Institute Graduate School, 2016. http://dx.doi.org/10.18293/seke2016-189.

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Tian, Li, and Bai Ling. "Design and Application of Multi-layered Foreign Language Network Teaching Resource Platform." In 2008 International Conference on Computer Science and Software Engineering. IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.93.

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Bobunova, Anna, Natallia Zhabo, and Marina Avdonina. "The Concept of Moral and Aesthetic Education in a Modern Foreign Language Classroom." In WSSE 2020: 2020 The 2nd World Symposium on Software Engineering. ACM, 2020. http://dx.doi.org/10.1145/3425329.3425362.

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Yamamoto, Keiko, Jesus Rodriguez, and Yoshihiro Tsujino. "FinDo: A Foreign Language Vocabulary Learning System Based on Location-Context." In 2019 20th IEEE/ACIS International Conference on Software Engineering, Artificial Intelligence, Networking and Parallel/Distributed Computing (SNPD). IEEE, 2019. http://dx.doi.org/10.1109/snpd.2019.8935794.

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He, Gaoda, and Shu Yang. "Educational Technologies for Foreign Language Teaching in Higher Education Institutes in China A Case Study." In 2009 WRI World Congress on Software Engineering. IEEE, 2009. http://dx.doi.org/10.1109/wcse.2009.231.

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Wei, Wei. "Research on Interactive Simulation Software Is Applied to Foreign Language Teaching Based on Delphi." In 2014 International Conference on Computational Intelligence and Communication Networks (CICN). IEEE, 2014. http://dx.doi.org/10.1109/cicn.2014.233.

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Roy, Debopriyo, and John Brine. "USING DESIGN PEDAGOGY WITH LEGO AND CAD SOFTWARE IN A TASK-BASED ENGLISH AS FOREIGN LANGUAGE TEACHING CONTEXT." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0040.

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de Lima Rocha, Anna Isabelly, Marília Soares Mendes, and Anna Beatriz dos S. Marques. "A Systematic Mapping on Software for Teaching Foreign Languages for Visually Impaired Users." In IHC 2018: 17th Brazilian Symposium on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3274192.3274236.

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Gorobeț, Evelina. "Pedagogical Conditions for optimizing the process of teaching and learning Foreign Languages Online." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p133-140.

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The rapid development of new technologies and the proliferation of information resources are the basic characteristics of our contemporary society. Multimedia applications, telecommunications, portable and wireless electronic devices, social networks, educational software, Web 2.0 tools, and others, radically redefine the way people exchange information, as well as how to teach, learn and accumulate new knowledge. Online education introduces new terms (E-learning, distance learning, digital resources, software, zoom, etc.) and imposes new pedagogical conditions in the development of the educational process at all levels of education. The Internet and Web 2.0 applications have become indispensable sources in the educational process, but still challenging for teachers as well as for other participants in the educational process. This article reflects the use of modern information and communication technologies and interactive digital resources as mandatory pedagogical conditions for optimizing the educational process in the online environment.
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