Learner Control and Error Correction in ICALL
Browsers, Peekers, and Adamants
DOI:
https://doi.org/10.1558/cj.v19i2.295-313Keywords:
Intelligent Language Tutoring Systems, Intelligent and Individualized Feedback, Learner Control in CALL, Web-Based Language Instruction, Grammar PracticeAbstract
This article reports the findings of a study on the impact of learner control on the error correction process within a web-based Intelligent Language Tutoring System (ILTS). During three one-hour grammar practice sessions, 33 students used an ILTS for German that provided error-specific and individualized feedback. In addition to receiving detailed error reports, students had the option of peeking at the correct answer, even before submitting a sentence (browsing). The results indicate that the majority of students (85%) sought to correct errors on their own most of the time, and that 18% of students abstained entirely from looking up answers. Furthermore, the results identify language skill as a predictor for students belonging to the group of Browsers, Frequent Peekers, Sporadic Peekers, and Adamants.
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