Vanja Slavuj

Intelligent tutoring systems for language learning

Intelligent tutoring systems (ITS) are able to provide a personalized approach to learning by assuming the role of a real teacher/expert who adapts and steers the learning process according to the specific needs of each learner. This is done by taking into account a number of learner features and deciding on the best action to follow at any point in the learning process. Within the field of computer assisted language learning (CALL), the “computer-as-a-tutor” modality has been widely accepted for some time now, although it has long been overshadowed by the “computer-as-a-tool” modality. This was mainly due to the observable lack of interactivity of language learning systems and the inability of technology to show “intelligence”. However, the development of artificial intelligence in general, and natural language processing, user modeling and ITSs in particular, gave impetus for the development of the field referred to as intelligent CALL (ICALL). The paper at hand outlines and briefly discusses the issues surrounding the development and use of ITSs for language learning, taking also into account the broader context of (I)CALL, and gives an overview of such systems already in use.

Assessing User Satisfaction with a System for e-Learning Based on Dialogue

Evaluating quality of an information system is an important activity in assuring system usage. The system has to be adapted to the needs of its users; otherwise, their dissatisfaction may lead to abandonment and financial loss for the system’s owner. This paper presents a study in assessing user satisfaction with a particular type of adaptive information system. The main aim is to develop and verify a measuring instrument for assessing user satisfaction with the system by taking system usability as the main indicator.

Adaptivity in educational systems for language learning: a review

ABSTRACT Adaptive and intelligent instructional systems are used to deal with the issue of learning personalisation in contexts where human instructors are not immediately available, so their role is transferred entirely or in part onto the computer. Even though such systems are mostly developed for well-defined domains that have a rather straightforward acquisition order, such as mathematics or computer programming, they found their application in ill-defined domains as well. Natural language learning is one such domain, and developing adaptive instructional systems for this specific purpose is notoriously complex and challenging due to the nature of language systems. The paper at hand examines the theoretical background of adaptivity and intelligence in instructional systems, and discusses their application in learning and teaching of natural languages. Moreover, the paper reviews adaptive and intelligent language learning systems in existence and identifies their characteristics in a systematic manner. The discussion section offers a more detailed view of selected systems for language learning that exhibit interesting and innovative implementation solutions. The paper concludes by suggesting possible developmental directions and future work in the field.