This commentary reconsiders the description and assessment of the design and implementation of "German Tutor," an Intelligent Language Tutoring System (ILTS) for learners of German as a foreign language, published in 2001. Based on our experience over the past 15 years with the design and real classroom use of an ILTS, we address a…

This study investigates task-related variation in learner performance in a computer-assisted language learning (CALL) environment. For our study, we collected data from 15 beginner and then intermediate second language (L2) learners of German who worked on 3 distinct activity types over 16 months: free composition, translation, and sentence…

This research presents a longitudinal study of learner uptake in a computer-assisted language learning (CALL) environment. Over the course of 3 semesters, 10 second language learners of German at a Canadian university used an online, parser-based CALL program that, for the purpose of this research, provided 2 different types of feedback of varying…

This article discusses the development and functionalities of an intelligent computer-assisted language learning (ICALL) system. By way of example, we describe "E-Tutor", an ICALL system for L2 learners of German that has been in use for a decade. Based on advancements in technology, user studies with L2 learners of German as well as feedback…

This study investigates the performance of a spell checker designed for native writers on misspellings made by second language (L2) learners. It addresses two research questions: 1) What is the correction rate of a generic spell checker for L2 misspellings? 2) What factors influence the correction rate of a generic spell checker for L2…

In Spring semester 2006, we conducted a study with 50 learners of German to investigate the use of a new measure (Cardenas-Claros, 2005) for research on the field independent/dependent (FID) cognitive style and CALL use. After the measure was administered, students worked on a CALL program for German that logs interaction. This paper reports the…

This article describes a study that investigates learner responses to three distinct types of corrective feedback for misspellings produced by English learners of German. Twenty-eight beginner and intermediate students used an online parser-based system for German that recorded student interaction with the software over 15 weeks. The study…

Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support computerized adaptive language testing for diagnostic purposes in a Web-based language learning…

In this paper we present the Report Manager of our Web-based tutoring system for German--an interface to a persistent learner report that students can inspect and manipulate. The learner report collects and retains information on the learner's progress and performance that is saved between visits. It also provides access to a journaling system…

Describes a web-based intelligent computer assisted language learning (ICALL) system for German that provides error-specific feedback suited to learner expertise. Focuses on the Domain Knowledge and Filtering Module. Concludes with a study that supports the need for a CALL system that addresses multiple errors by considering language teaching…

This article discusses design and usability issues pertaining to context-sensitive "help" in computer-assisted language learning (CALL). As part of the discussion, we present a study in which we examined the effects of three independent factors on student usage of context-sensitive "help": feedback, exercise type, and language proficiency. Forty…

Reports a study on the impact of learner control on the error correction process within a web-based Intelligent Language Tutoring System (ILTS). During three 1-hour grammar practice sessions, 33 students used an ILTS for German that provided error-specific and individualized feedback. Results indicate the majority of students (85%) sought to…

This paper presents a study in which we examined spelling mistakes made by 34 learners of German in an online CALL exercise. We analyzed a total of 374 spelling errors that occurred in 341 words and subsequently classified them along four dimensions: (a) competence versus performance, (b) linguistic subsystem, (c) language influence, and (d)…

This article describes challenges and benefits of modeling learner variability in Computer-Assisted Language Learning. We discuss the learner model of "E-Tutor," a learner model that addresses learner variability by focusing on certain aspects and/or features of the learner's interlanguage. Moreover, we introduce the concept of phrase descriptors,…