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Journal articles on the topic 'Language and languages Computer-assisted instruction Evaluation'

Author: Grafiati

Published: 10 December 2022

Last updated: 19 July 2025

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1

Choi, Soo-Young. "APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI." CALICO Journal 3, no. 4 (2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.

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Strei, Gerry. "FORMAT FOR THE EVALUATION OF COURSEWARE USED IN COMPUTER-ASSISTED LANGUAGE INSTRUCTION (CALI)." CALICO Journal 1, no. 2 (2013): 43–46. http://dx.doi.org/10.1558/cj.v1i2.43-46.

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Muzaki, Ferril Irham, Yohannes Kurniawan Barus, M. Anas Tohir, Erif Ahdhianto, Candra Utama, and Arda Purnama Putra. "Language Instruction in Indonesian Elementary Schools Through Computer Assisted Language Learning: A Library Research Review." New Language Dimensions 4, no. 1 (2023): 11–22. http://dx.doi.org/10.26740/nld.v4n1.p11-22.

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In elementary institutions around the globe, including in Indonesia, computer-assisted language learning (CALL) has gained popularity. Typically, the CALL procedure consists of four stages: preparation, instruction, practice, and evaluation. Preparation includes setting learning goals and choosing software and multimedia. During teaching, teachers present software and multimedia tools and lead pupils. Students improve their language skills individually using software and multimedia materials. Assessing pupils' language skills is the last step. However, successful implementation of CALL in Indo

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Okata, Ngozi Gift, and Akinsanya Atchrimi Adebayo. "Exploring (AI) Artificial Intelligence's Role in Language Teaching and Learning: A Review of Key Technologies and Their Applications." Beyond Babel: A Publication of the Dept. of Languages and Literary Studies Babcock University, Ogun State, Nigeria 8, no. 2 (2025): 50–73. https://doi.org/10.5281/zenodo.14599743.

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<strong>Abstract</strong> Artificial Intelligence (AI) is revolutionizing various aspects of education and is increasingly being integrated into language teaching and learning. This article reviews the literature to examine key trends and findings related to AI technologies and their applications for second and foreign language education. It focuses on Natural Language Processing (NLP), Data-Driven Learning (DDL), Automated Writing Evaluation (AWE), Computer-assisted Dynamic Assessment (CDA), Intelligent Tutoring Systems (ITSs), Automatic Speech Recognition (ASR), and chatbots, all within the

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Basson, Ray. "A Connoisseurship Evaluation of the Computer Curriculum, Grade 0–7 at Sacred Heart College Primary School, Johannesburg, South Africa: Present Practices and Future Direction." Canadian Journal of Program Evaluation 14, no. 2 (1999): 135–43. http://dx.doi.org/10.3138/cjpe.14.007.

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Abstract: Following three years development of the computer curriculum at Sacred Heart College Primary School, the findings of a descriptive evaluation suggest, unexpectedly, an approach to curriculum resembling a limited form of social reconstructionism presenting opportunities to bridge divides which historically have separated pupils in South Africa. The evidence suggests “ideal” use in this school is linked to creative uses of computers as “tools” rather than linked to “adjunct” use or computer-assisted instruction. In particular, it demonstrates how the development of a formal curriculum

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Levine, Adina, Orna Ferenz, and Thea Reves. "A computer-mediated curriculum in the EFL academic writing class." ReCALL 11, no. 1 (1999): 72–79. http://dx.doi.org/10.1017/s0958344000002111.

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AbstractThe purpose of this study was to investigate the application of a computer mediated curriculum in the instruction of advanced written academic communication skills in a non-immersion situation. While previous studies have focused upon collaborative writing within a computer networked environment (Gregor & Cuskelfy 1994), the use of computer-tutorial programs (Warschauer, Turbee & Roberts 1996), or the additive effects of supplemental computer-based instruction (Chun 1994), the present study dealt with the implementation of a fully computer based EFL writing curriculum through t

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Solodka, Anzhelika, Liliia Ruskulis, Olha Demianenko, and Svitlana Zaskaleta. "MALL Instructional Course Design: Constructing Out-of-Class Experience." Arab World English Journal, no. 8 (July 25, 2022): 40–55. http://dx.doi.org/10.24093/awej/call8.3.

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Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework

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Applegate, Anthony J., and Mary DeKonty Applegate. "PRINCIPLES FOR THE EVALUATION OF COMPUTER‐ASSISTED INSTRUCTION IN THE TEACHING OF READING AND LANGUAGE ARTS." Journal of Reading, Writing, and Learning Disabilities International 4, no. 3 (1988): 215–21. http://dx.doi.org/10.1080/0748763880040306.

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Titze, Ingo R., Darrell Wong, Martin A. Milder, Susan R. Hensley, and Lorraine O. Ramig. "Comparison Between Clinician-Assisted and Fully Automated Procedures for Obtaining a Voice Range Profile." Journal of Speech, Language, and Hearing Research 38, no. 3 (1995): 526–35. http://dx.doi.org/10.1044/jshr.3803.526.

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A comparison was made between two methods of obtaining a voice range profile. One method was traditional, involving a clinician who gave instructions, motivated the subject to achieve the greatest intensity range, and determined when the goal was achieved. The second method was completely automated, involving the use of a videotape for instruction and a computer for elicitation and evaluation. Ten men and 10 women with normal voices participated as subjects in the study, and a counterbalanced design was used. Results indicated that there is no obvious preference for the use of either method, a

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Yanghong Wu. "Language Dissemination Paths and Modes Aided by Computer Technology." Journal of Electrical Systems 20, no. 7s (2024): 1534–44. http://dx.doi.org/10.52783/jes.3732.

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The expansion of technology and computer science, as well as advancements in language instruction and learning methodologies, has enabled computer-assisted language learning technologies to tackle this challenge. In the field of Chinese learning, a few language learning computerized systems in the country and abroad concentrate mainly on language, grammar acquisition only have one or two assessment indicators as basis of evaluation, that definite functional flaws provide a general assessment to learners' pronunciation. In this manuscript, Language Dissemination Paths and Modes Aided by Compute

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Conde, Patricia, and Francisco Ortin. "JINDY: A java library to support invokedynamic." Computer Science and Information Systems 11, no. 1 (2014): 47–68. http://dx.doi.org/10.2298/csis130129018c.

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Java 7 has included the new invokedynamic opcode in the Java virtual machine. This new instruction allows the user to define method linkage at runtime. Once the link is established, the virtual machine performs its common optimizations, providing better runtime performance than reflection. However, this feature has not been offered at the abstraction level of the Java programming language. Since the functionality of the new opcode is not provided as a library, the existing languages in the Java platform can only use it at the assembly level. For this reason, we have developed the JINDY library

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Versluis, Edward B. "Response to Bruce T. Petersen, et alia, "Computer-Assisted Instruction and the Writing Process: Questions for Research and Evaluation,"." College Composition and Communication 36, no. 3 (1985): 346. http://dx.doi.org/10.2307/357981.

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Fheby Indriyanti Nurpratiwi. "Designing ICT Competences-Integrated Lesson Planning Course Teaching Model for English Language Education." Journal of Literature Language and Academic Studies 3, no. 02 (2024): 52–63. http://dx.doi.org/10.56855/jllans.v3i02.1159.

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This study aims at designing ICT Competences-Integrated Lesson Planning Course Teaching Model for English Language Education. This study employed a modified Design and Development Research (DDR) model from Borg, R.W. & Gall (2007) and Ellis & Levy (2010) that consist of four procedures namely need analysis, preliminary prototype design, evaluation and design revision. There were two existing teaching models collected from classroom observation and four documents of lesson planning course collected from four universities in Indonesia was analyzed by using ICT Competences frameworks of U

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Li, Kuo-Chen, Maiga Chang, and Kuan-Hsing Wu. "Developing a Task-Based Dialogue System for English Language Learning." Education Sciences 10, no. 11 (2020): 306. http://dx.doi.org/10.3390/educsci10110306.

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This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue sta

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Kawashima, Tomoyuki. "Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback." JALT CALL Journal 19, no. 1 (2023): 113–39. http://dx.doi.org/10.29140/jaltcall.v19n1.1017.

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Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners view the usage of AI-assisted tools when combined with teacher feedback. More empirical evidence from instances in which machine and teacher feedback is used in combination is necessary to determine optimal approaches to incorporating AWE tools in classroom instruction. A study was conducted to assess Japanese college students’ perceptions of three types of feed

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Hajduk, Zbigniew. "IEC61131-3 Instruction List Language Processor for FPGAs." Electronics 12, no. 19 (2023): 4052. http://dx.doi.org/10.3390/electronics12194052.

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This paper presents the architecture and field-programmable gate array (FPGA) implementation of a 32-bit central processing unit (CPU) dedicated to programmable logic controllers (PLCs). The CPU instruction set directly matches the instructions of the IEC 61131-3 standard Instruction List (IL) language. The designed IL processor is capable of handling 1-bit, 8-bit, 16-bit, and 32-bit data types. Apart from integer arithmetic operations, the IL processor also performs single precision floating-point operations included in the IEC 61131-3 IL language specification. It also directly performs inst

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Su, Zejia, Qingnan Fan, Xuelin Chen, Oliver Van Kaick, Hui Huang, and Ruizhen Hu. "Scene-Aware Activity Program Generation with Language Guidance." ACM Transactions on Graphics 42, no. 6 (2023): 1–16. http://dx.doi.org/10.1145/3618338.

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We address the problem of scene-aware activity program generation, which requires decomposing a given activity task into instructions that can be sequentially performed within a target scene to complete the activity. While existing methods have shown the ability to generate rational or executable programs, generating programs with both high rationality and executability still remains a challenge. Hence, we propose a novel method where the key idea is to explicitly combine the language rationality of a powerful language model with dynamic perception of the target scene where instructions are ex

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Papadima-Sophocleous, Salomi. "Teacher Education for Language Assessment and Testing: Postgraduate Program Evaluation from its Students’ Perspective." Colombian Applied Linguistics Journal 24, no. 1 (2022): 67–88. http://dx.doi.org/10.14483/22487085.17373.

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A review of research conducted on language assessment teacher education (TE) revealed a lack of studies focused on the participants’ perspective. This work concentrates on the evaluation of an online computer-assisted language assessment and testing (CALAT) TE program offered for four consecutive years. The research was based on a conceptual, multidimensional e-learning evaluation model. The data were obtained from 19 practicing language teachers who attended the MA in Computer-Assisted Language Learning via an online anonymous survey focused on 1) the participants’ engagement; 2) course organ

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Kocaman, Orhan, and Murat İskender. "The effect of computer-assisted foreign language teaching on the student’s attitude and success." Journal of Human Sciences 13, no. 3 (2016): 6124. http://dx.doi.org/10.14687/jhs.v13i3.4346.

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This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed.The sample of the research consisted of 40 first year undergraduate students from the first bachelor’s level program and another 40 from t

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Rezuanova, Galiyapanu, Kulzhanat Bulatbayeva, Markhaba Smagulova, Madina Tynybayeva, Vladimir Schnaider, and Alma Zhukenova. "Supporting Multilingual Education with Computer Aided Instruction Applications." International Journal of Education in Mathematics, Science and Technology 11, no. 4 (2023): 927–45. http://dx.doi.org/10.46328/ijemst.3445.

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The purpose of this study is to examine the effect of computer-assisted instruction on the language achievement (Kazakh, English and Russian) and attitudes of university students who will work in general education schools in the future. In line with this purpose, pre-test post-test model with control group was applied in the study. The study group of the research consisted of 64 pre-service teacher university students studying at a university in Astana in the second year of the 2022-2023 academic year. There were 2 groups in the study, one experimental group (n=32) and the other control group

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Lockee, Barbara B., and David M. Moore. "Hypermedia and the Facilitation of Native American Language Learning: Preserving a Heritage through the Use of Technology." Journal of Educational Technology Systems 26, no. 2 (1997): 169–79. http://dx.doi.org/10.2190/ypja-5xxu-buja-8hmc.

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The problem of Native American language loss can be addressed through the use of computer-assisted technology to teach indigenous languages to Native American learners. Hypermedia technology may provide a mechanism for the development of curriculum materials which reflect appropriate instructional techniques. Whole language methods advocated in second language instruction incorporate observational learning strategies—strategies which are inherent in many Native American homes, but often ignored in school. Hypermedia holds promise as an effective development tool for the creation of Native Amer

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Toshmatov, Oybek, and Mahbuba Rasulova. "Mobile-assisted means of developing ecologic awareness in contects of modern legislation." BIO Web of Conferences 84 (2024): 04029. http://dx.doi.org/10.1051/bioconf/20248404029.

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The introduction of computer-assisted language learning (CALL) has provided language teachers with excellent possibilities to advance their computer literacy and adopt a learner-centered method of instruction. Mobile-Assisted Language Learning (MALL) is a relatively young term, derived from CALL (Computer-Assisted Language Learning), which both refer to language learning assisted by technology, namely by a type of computer, whether it is a desktop computer or a mobile device (Chirobocea-Tudor, 2021). Language teachers can now play a key role in preparing and encouraging students in various fie

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Suharabi Nalakath Veettil and Dr. Mandvi Singh. "The Integration of Technology-assisted Assessment in esl (English as a second Language) Instruction." Journal of Advances and Scholarly Researches in Allied Education 21, no. 5 (2024): 223–37. http://dx.doi.org/10.29070/zv7k3496.

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This study explores the incorporation of technology-assisted evaluation in English as a Second Language (ESL) teaching and its influence on educational achievements. The study investigates the effectiveness of using several technology tools, such as online platforms, adaptive software, and multimedia resources, to evaluate the language ability of ESL learners. Through the utilization of these tools, instructors strive to deliver interactive, captivating, and customized assessments that provide significant insights into learners' advancement and areas requiring enhancement. The study highlights

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Jia, Jiyou. "An AI Framework to Teach English as a Foreign Language: CSIEC." AI Magazine 30, no. 2 (2009): 59. http://dx.doi.org/10.1609/aimag.v30i2.2232.

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CSIEC (Computer Simulation in Educational Communication), is not only an intelligent web-based human-computer dialogue system with natural language for English instruction, but also a learning assessment system for learners and teachers. Its multiple functions—including grammar-based gap filling exercises, scenario show, free chatting and chatting on a given topic—can satisfy the various requirements for students with different backgrounds and learning abilities. After a brief explanation of the conception of our dialogue system, as well as a survey of related works, we will illustrate the sys

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Liou, Hsien-Chin. "Practical Considerations for Multimedia Courseware Development." CALICO Journal 11, no. 3 (2013): 47–74. http://dx.doi.org/10.1558/cj.v11i3.47-74.

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Well grounded theoretical motivation for technological innovations should always lead CALL courseware development. Second language acquisition theories and practices, instructional design concepts, human factors research, and advances in educational technology can be relevant. However, the how-to aspects of courseware development, especially for the most popular star- multimedia, become immediate considerations and concerns once one chooses the platform on which to proceed. This paper addresses these practical aspects through the exploration of the development of a piece of English as a foreig

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Yang, Zekang, Wang Zeng, Sheng Jin, Chen Qian, Ping Luo, and Wentao Liu. "AutoMMLab: Automatically Generating Deployable Models from Language Instructions for Computer Vision Tasks." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 21 (2025): 22056–64. https://doi.org/10.1609/aaai.v39i21.34358.

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Automated machine learning (AutoML) is a collection of techniques designed to automate the machine learning development process. While traditional AutoML approaches have been successfully applied in several critical steps of model development (e.g. hyperparameter optimization), there lacks a AutoML system that automates the entire end-to-end model production workflow for computer vision. To fill this blank, we propose a novel request-to-model task, which involves understanding the user's natural language request and execute the entire workflow to output production-ready models. This empowers n

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Zhang, Tianyi, Faisal Ladhak, Esin Durmus, Percy Liang, Kathleen McKeown, and Tatsunori B. Hashimoto. "Benchmarking Large Language Models for News Summarization." Transactions of the Association for Computational Linguistics 12 (2024): 39–57. http://dx.doi.org/10.1162/tacl_a_00632.

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Abstract Large language models (LLMs) have shown promise for automatic summarization but the reasons behind their successes are poorly understood. By conducting a human evaluation on ten LLMs across different pretraining methods, prompts, and model scales, we make two important observations. First, we find instruction tuning, not model size, is the key to the LLM’s zero-shot summarization capability. Second, existing studies have been limited by low-quality references, leading to underestimates of human performance and lower few-shot and finetuning performance. To better evaluate LLMs, we perf

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Yusri, Nurul Aprilia, Abdul Hasan Saragih, and Naeklan Simbolon. "Innovation in English Language Learning Assessment in Class VII of SMP Negeri 1 Dolok Merawan: Development of a HOTS-Based Evaluation Tool with the Help of Wordwall." Randwick International of Education and Linguistics Science Journal 5, no. 1 (2024): 196–210. http://dx.doi.org/10.47175/rielsj.v5i1.911.

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An evaluation instrument or evaluation tool is a tool that meets academic requirements. The evaluation instrument still uses paper evaluation tools and does not use online learning evaluation. The aim of this research is to develop a wordwall-assisted HOTS-based English language learning evaluation tool. This type of research applies the Research and Development (R&D) research method. The subjects in this research were class VII students of SMP Negeri 1 Dolok Merawan who used the HOTS-based learning evaluation tool with the help of Wordwall, for a total of 32 students. The object of resear

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Bliss, Heather, Jennifer Abel, and Bryan Gick. "Computer-assisted visual articulation feedback in L2 pronunciation instruction." Journal of Second Language Pronunciation 4, no. 1 (2018): 129–53. http://dx.doi.org/10.1075/jslp.00006.bli.

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Abstract Language learning is a multimodal endeavor; to improve their pronunciation in a new language, learners access not only auditory information about speech sounds and patterns, but also visual information about articulatory movements and processes. With the development of new technologies in computer-assisted pronunciation training (CAPT) comes new possibilities for delivering feedback in both auditory and visual modalities. The present paper surveys the literature on computer-assisted visual articulation feedback, including direct feedback that provides visual models of articulation and

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Jia, Qi. "Enhancing IoT Security in Russian Language Teaching: A Improved BPNN and Blockchain-Based Approach for Privacy and Access Control." Scalable Computing: Practice and Experience 25, no. 3 (2024): 1466–77. http://dx.doi.org/10.12694/scpe.v25i3.2674.

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Russian language instruction emerges as a pivotal course in tertiary education, necessitating novel approaches to maintain instructional quality and efficacy. This study introduces a novel approach to Russian language teaching that combines the robustness of Machine Learning with the security framework of Blockchain technology and is tailored to the unique needs of the Internet of Things (IoT) environment. At its core, the study creates an advanced back-propagation deep neural network enriched with a deep noise-reducing auto-encoder and a support vector machine to improve privacy and access co

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Jehona, Fejzullai, and Sogutlu Enriketa. "Constructivism in EFL Instruction: Albanian Teachers' Perceptions and Practices." Beder Journal of Educational Sciences Volume 26, no. 2 (2023): 69. https://doi.org/10.5281/zenodo.8070011.

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<strong>Abstract </strong> A lot of research has been conducted in constructivism as a relatively new theory opposing traditional learning theories with its innovative ideas. In the field of English language teaching, however, and teacher’s cognitions of educational theories, research is still insufficient in the Albanian EFL context. This study explores Albanian EFL teachers’ perceptions of constructivism and their classroom practices. The data was collected from four high school classrooms and two EFL teachers through classroom observations, semi-structured interviews and stimula

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Mumba, James Cosmas, and John Mupala. "Design of a Computer Studies Subject for the Student of Remote Learning System for Junior Secondary School Grade Nine at Chisamba Day Secondary School." Journal of Education, Learning, and Management 2, no. 1 (2025): 121–32. https://doi.org/10.69739/jelm.v2i1.371.

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Technological advancements in tutoring systems for Computer Studies have increased research interest in this field. This study presents the design of a remote learning system specifically for Grade 9 Computer Studies at Chisamba Day Secondary School. The proposed system aims to optimize lesson preparation by providing teachers with easy, one-click access to all teaching resources via a web-based or desktop application. Equipped with an updated syllabus, this platform assists teachers in developing lesson plans efficiently, using pre-designed templates and examples. Lesson evaluation and analys

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Canese, Valentina, Roberto Paez, and Jessica Amarilla. "Critical Issues in the English Language Classroom: ICT and Online Learning in Language Education." International Journal of Technology in Education 6, no. 1 (2023): 84–99. http://dx.doi.org/10.46328/ijte.312.

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A critical issue in education since 2020 has been the impact of the COVID-19 pandemic in the teaching and learning process. The pandemic has affected all areas of education and foreign language teaching has not been the exception. The study presents key aspects of teacher experience and training in relation to their use of ICT, which has become ubiquitous for teaching and learning during the last two years. For this study, a mixed methodology approach was used with a semi-structured questionnaire that was administered through social networks as well as WhatsApp and emails. A total of 184 respo

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Nickolai, Dan. "Quantifying the impact of ASR-based instruction: What does the iSpraak platform learner data show?" EuroCALL Review 31, no. 1 (2024): 16–23. http://dx.doi.org/10.4995/eurocall.2024.20221.

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Computer-assisted Pronunciation Training (CAPT) tools have become increasingly dependent on Automatic Speech Recognition (ASR) technology to provide automated corrective pronunciation feedback to learners. The extent to which ASR-based tools measurably improve second language (L2) pronunciation is of great interest to language educators globally, and Computer-assisted Language Learning (CALL) researchers. Studies to date have largely been conducted by research practitioners with small-to-medium sized samples at single institutions. The findings and conclusions drawn from such small-scale data

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Branvold, Dwight, Linda Li Chang, Glen Probst, and Junius Bennion. "Effectiveness of the Interactive Videodisc Workstation in Use in the English Language Center at Brigham Young University." CALICO Journal 4, no. 2 (2013): 25–39. http://dx.doi.org/10.1558/cj.v4i2.25-39.

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Personnel in the McKay Institute and the English Language Center (ELC) at Brigham Young University have developed interactive videodisc workstations for use with non-native English-speaking students enrolled in the ELC program. These workstations, using the movie "Raiders of the Lost Ark" as an authentic language experience with student-controlled instructional processes, are evaluated according to their effectiveness and motivational value in teaching English as a second language. Nineteen ELC students (nine female and ten male) were involved in this three-week study. Two variations of the wo

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van Els, Theo J. M., Kees P. H. M. de Graauw, and Maria W. W. Stortelder. "Grammatical feedback in a computer-based editing task." Australian Review of Applied Linguistics 11, no. 1 (1988): 176–88. http://dx.doi.org/10.1075/aral.11.1.14van.

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Abstract An editing-test tests general language competence. The testee has to delete randomly inserted new words from an otherwise complete and perfect text. The project reported on is an evaluation of a series of lessons in Dutch as a second language of which explicit grammatical feedback is the main feature. The lessons consist of texts adapted as editing-tests, entirely administered and controlled by microcomputer. The feedback provided mainly refers to rules formulated in the pupils’ grammar, which is stored in the microcomputer. The paper provides information on the feedback – its content

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Dr., Naga Murali Eragamreddy. "The Impact of AI in Creating Writing Skills in English Language Learners." INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH 03, no. 12 (2024): 1573–86. https://doi.org/10.5281/zenodo.14330962.

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This study explores how undergraduate students' growth of their English writing skills is impacted by artificial intelligence (AI) technologies. This study addresses the key topic of whether AI-assisted writing instruction enhances undergraduate students' positive evaluations of the learning process, reduces anxiety, and improves writing skills as the significance of proficient academic writing grows. The study employed a mixed-methods design with two groups of fifteen University of Sebha, Libya students each: the experimental group and the control group In terms of method, data was obtained t

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Mouti, Samar, and Samer Rihawi. "Special Needs Classroom Assessment Using a Sign Language Communicator (CASC) Based on Artificial Intelligence (AI) Techniques." International Journal of e-Collaboration 19, no. 1 (2023): 1–15. http://dx.doi.org/10.4018/ijec.313960.

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This research focuses on deaf students in the United Arab Emirates. The proposed classroom assessment using sign language communicator (CASC) for special needs students (SN) in the United Arab Emirates is based on artificial intelligence (AI) tools. This research provides essential services for teaching evaluations, learning outcome assessments, and the development of learning environments. CASC model is composed of two models. The first model converts the speech to a sign language, which contains a speech recognizer, sign language recognizer. The second model converts the sign language to wri

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Poe, Stephen E. "SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING." HortScience 31, no. 3 (1996): 325e—325. http://dx.doi.org/10.21273/hortsci.31.3.325e.

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A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring l

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Zou, Xiao Wei, Xiao Li Wang, and Yan Wang. "Analysis of Reliability and Validity in Computer Assisted English Teaching Test." Advanced Materials Research 989-994 (July 2014): 5029–32. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5029.

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With the rapid development of computer technology, the computer has rapidly entered our daily life. People begin to use the computer for scientific research, production, entertainment, and information consulting and other activities widely, which brings about the Computer Aided Designing, Computer Aided Manufacturing, Computer Aided Instruction in order to improve the efficiency and quality of life. Using computer technology in language testing has become the trend of language testing both at home and abroad. Communicative language teaching becomes the guiding ideology and theoretical basis of

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Bayezit, Hakan, and Tufan Adiguzel. "Examining the Foreign Language Writing Experiences of Computer Engineering Students." American Journal of Qualitative Research 8, no. 2 (2024): 116–35. http://dx.doi.org/10.29333/ajqr/14396.

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<i>Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (s

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McKee, Jane. "Computer-assisted vocabulary acquisition: an evaluation of the text analysis program." ReCALL 5, no. 8 (1993): 9–15. http://dx.doi.org/10.1017/s0958344000005383.

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The Text Analysis Program (TAP) was designed by a team from the Department of European Studies and Modern Languages and the Computer Services Department of the University of Ulster with a view to enhancing language learning techniques for third level language students. Work on the program was funded jointly by the CTI and the University of Ulster. A Multiple Choice Question (MCQ) program was also developed as part of the same project. The program came into service in the academic year 1989-90 when it was tested on three groups of students. Some minor modifications were made before it was reuse

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Raximdjanovna, Shermuxamedova Dilnozaxon, and Yunusova Feruzaxon Xodjiakbarovna. "Applying an Individual Learning Model Based on Mobile Applications: Experiences and Outcomes in English Language Teaching." International Journal of Pedagogics 5, no. 5 (2025): 378–80. https://doi.org/10.37547/ijp/volume05issue05-99.

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The growing ubiquity of smartphones has accelerated Mobile-Assisted Language Learning (MALL) and opened fresh avenues for individualised instruction in English language teaching (ELT). Although many studies attest to the positive impact of mobile applications, systematic evidence on how individual learning models shape learner autonomy and achievement in formal higher-education contexts remains limited. The present study implements a semester-long, app-centred individual learning model with 87 first-year undergraduates majoring in Economics at Tashkent State University of Economics. Learners c

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Desak, Gede Chandra Widayanthi, Wayan Simpen I, and Nyoman Udayana I. "Including Diversity Awareness, Anti-Violence and Vocational Skills in Language Learning: An Evaluative Study to English Textbook in Indonesia." Education Quarterly Reviews 2, no. 2 (2019): 330–37. https://doi.org/10.31014/aior.1993.02.02.65.

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As the government of Indonesia is implementing a program of Vocational School Revitalization, improving the quality of instructional material, including the quality of textbooks. This study aims at analyzing how the English textbook for grade X of vocational high school has included diversity awareness, anti-violence, and vocational skills in their content. Diversity awareness, anti-violence, and vocational skills are important to be presented in the textbook in Indonesia because Indonesia has more than 300 ethnic groups, or in exact number, there are 1340 ethnics spreading all over the island

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Cisneros-González, Jorge, Natalia Gordo-Herrera, Iván Barcia-Santos, and Javier Sánchez-Soriano. "JorGPT: Instructor-Aided Grading of Programming Assignments with Large Language Models (LLMs)." Future Internet 17, no. 6 (2025): 265. https://doi.org/10.3390/fi17060265.

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This paper explores the application of large language models (LLMs) to automate the evaluation of programming assignments in an undergraduate “Introduction to Programming” course. This study addresses the challenges of manual grading, including time constraints and potential inconsistencies, by proposing a system that integrates several LLMs to streamline the assessment process. The system utilizes a graphic interface to process student submissions, allowing instructors to select an LLM and customize the grading rubric. A comparative analysis, using LLMs from OpenAI, Google, DeepSeek and ALIBA

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Effendi, Taufiq, and Ilza Mayuni. "Examining teacher-made English test in a language school." LADU: Journal of Languages and Education 2, no. 2 (2022): 67–76. http://dx.doi.org/10.56724/ladu.v2i2.109.

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Background: Multiple-choice, teacher-made English tests have constantly been popular due to their immediate alignment to classroom instructions. However, ample studies have indicated the need for continuous evaluation of their quality to allow evidence-based feedbacks for sustained betterment of assessment practices. Purpose: This study sought to examine the quality of a multiple-choice, teacher-made English formative informal assessment for four classes of high school students of an English course in Madura, Indonesia.Design and methods: Data were collected from the test results of eigh

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Majewska, Olga, Evgeniia Razumovskaia, Edoardo M. Ponti, Ivan Vulić, and Anna Korhonen. "Cross-Lingual Dialogue Dataset Creation via Outline-Based Generation." Transactions of the Association for Computational Linguistics 11 (2023): 139–56. http://dx.doi.org/10.1162/tacl_a_00539.

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Abstract Multilingual task-oriented dialogue (ToD) facilitates access to services and information for many (communities of) speakers. Nevertheless, its potential is not fully realized, as current multilingual ToD datasets—both for modular and end-to-end modeling—suffer from severe limitations. 1) When created from scratch, they are usually small in scale and fail to cover many possible dialogue flows. 2) Translation-based ToD datasets might lack naturalness and cultural specificity in the target language. In this work, to tackle these limitations we propose a novel outline-based annotation pro

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Türker, Ebru. "The influence of L1 frequency in instructed second language learning of L2 idioms." Journal of Second Language Studies 1, no. 2 (2018): 334–57. http://dx.doi.org/10.1075/jsls.17007.tur.

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Abstract This study investigates the influence of L1 frequency on the acquisition of L2 idioms with an experiment employing structured input instruction based on the input processing model. Intermediate L2 Korean learners completed a pretest, computer-assisted instructional treatment session, and posttest. The tests included production, interpretation, and meaning tasks, which manipulated amount of context and idiom type (i.e., Shared L1-L2 idioms, which have linguistic representations in both languages and are subgrouped by high or low L1 frequency, and L2 Only idioms, which have no L1 equiva

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Sahrir, Muhammad Sabri Bin, Mohd Firdaus Yahaya, Taufik Ismail, Muhamad Azhar Zubir, and Wan Rusli Wan Ahmad. "Development and Evaluation of i-Mutawwif: A Mobile Language Traveller Guide in Arabic for Mutawwif (Umrah Tour Guide)." International Journal of Interactive Mobile Technologies (iJIM) 12, no. 2 (2018): 54. http://dx.doi.org/10.3991/ijim.v12i2.7708.

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<p>The explosion use of various mobile gadgets such as PC tabs, smartphones, I-Pads and so on has tremendously affected learning process and delivery of content and messages faster and faster including the creation of a new field of research that relates to language learning and mobile technologies called Mobile Assisted Language Learning or MALL. The mobile technologies are suitable for distance learners as well such as traveller’s guide and backpackers who need to communicate in certain language in a country. This paper is focusing on the development and evaluation of a mobile language

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Khan, Jehanzeb, and Farida Yasmin Panhwar. "Enhancing Formal Written Communication Skills Through Mobile-Assisted Language Learning: A Quasi-Experimental Study." Journal of Political Stability Archive 3, no. 2 (2025): 713–34. https://doi.org/10.63468/jpsa.3.2.41.

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This quasi-experimental study, employing a non-equivalent control group pretest/post-test design and grounded in Ecological Constructivism, investigates the impact of a Mobile-Assisted Language Learning (MALL) intervention on Formal Written Communication Skills (FWCS) among undergraduate business communication students at a private Pakistani university. Using a quantitative approach, the study assessed MALL’s effectiveness by utilizing apps like Grammarly and Google Docs for real-time feedback, through pre- and post-test evaluations of experimental and control groups. Paired t-tests revealed s

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