Authors:
Leona Colling
1
;
2
;
Ines Pieronczyk
3
;
2
;
Cora Parrisius
3
;
4
;
2
;
Heiko Holz
1
;
5
;
2
;
Stephen Bodnar
1
;
2
;
6
;
Florian Nuxoll
1
;
2
and
Detmar Meurers
1
;
7
;
2
Affiliations:
1
Department of Linguistics, University of Tübingen, Germany
;
2
LEAD Graduate School & Research Network, Germany
;
3
Hector Research Institute of Educational Sciences and Psychology, University of Tübingen, Germany
;
4
Karlsruhe University of Education, Germany
;
5
Ludwigsburg University of Education, Germany
;
6
Tübingen Center for Digital Education, Germany
;
7
Leibniz-Institut für Wissensmedien (IWM), Germany
Keyword(s):
Second Language Acquisition, Task-Supported Language Teaching, Intelligent Computer Assisted Language Learning, Learner Dashboard, Criterion-Referenced Feedback.
Abstract:
Practice is an essential part of learning. Intelligent Computer-Assisted Language Learning (ICALL) systems can provide practice opportunities and give insights into the learner’s learning state and progress. Open learner models have been designed to provide learners with information on the overall learning domain. However, current approaches to foreign language teaching typically motivate practice as preparation for a communicative or functional task. This raises the question of how this motivating functional task context and progress towards mastering the task-essential language can be made explicit in an ICALL system. We present an approach to ICALL practice that is orchestrated in a dashboard that provides information on the learner’s competence-oriented learning progress towards the overall task goals. The dashboard allows students to choose what to practice next based on this information, which provides a transparent, motivating link to the purpose of practicing. Organising digi
tal practice based on a task- and competence-oriented curriculum also facilitates the acceptance of ICALL in the formal school setting. The dashboard introduced in this article extends the intelligent tutoring system FeedBook for English in German secondary schools. The article provides the theoretical background for the dashboard’s structure, motivates the design process, and describes the resulting implementation.
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