Recent & Upcoming Talks

L’émergence des intelligences artificielles (IA) génératives et des grands modèles de langue ouvre de très nombreuses questions, opportunités et inquiétudes en éducation, en didactique des langues et ailleurs. Cette intervention tentera de clarifier ce qui change du point de vue technologique, ce que cela implique du point de vue pédagogique, et ce que les apprenants et enseignants de FLE peuvent en faire.

CONTEXTE. Les outils d’intelligence artificielle (IA) offrent de plus en plus d’opportunités d’apprendre et de pratiquer les langues étrangères de manière autonome. Le fait de pouvoir interagir librement, sur n’importe quel thème, est souvent présenté comme un levier majeur de motivation et un atout d’une IA conversationnelle (p.

Wooclap: https://app.wooclap.com/FLEGPT L’émergence des intelligences artificielles (IA) génératives et des grands modèles de langue ouvre de très nombreuses questions, opportunités et inquiétudes en éducation, en didactique des langues et ailleurs. Cette intervention tentera de clarifier ce qui change du point de vue technologique, ce que cela implique du point de vue pédagogique, et ce que les apprenants et enseignants de FLE peuvent en faire.

Les avancées récentes des intelligences artificielles (IA) génératives ont donné lieu à de nombreuses discussions sur leur rôle en éducation (Romero et al, 2023), menaçant même pour certains le rôle de l’enseignant.

This breakout session provides a brief overview of scientific research into the use of conversational AI (such as ChatGPT) in language …

Abstract BACKGROUND. Interactivity has been defined in various ways: in instructed SLA, as distinguishing dialogic tasks from monologic ones (Ellis et al., 1994); in game design, as involving agency and user control.

Deze sessie biedt een beknopt overzicht van het wetenschappelijk onderzoek naar het gebruik van chatbots en generatieve taalmodellen (zoals ChatGPT) in het (taal)onderwijs. De sessie verloopt als volgt: Je krijgt een korte, technische introductie in dialoogsystemen.

Abstract The number of times a word appears in the input, i.e., the frequency of occurrence, is a well-known factor influencing incidental vocabulary acquisition (Webb, 2020). However, paradoxically, the frequency of occurrence has only a medium predicting power in vocabulary learning, around r = .

Tools Reference management Zotero Recommended plugins: Attanger or ZotFile for file management Scite for citation counts Better BibTeX if using LaTeX All Zotero plugins Mendeley One-time bibliography: ZoteroBib Note-taking Obsidian Notion Tana Workflowy See also My personal list of academic tools

Las inteligencias artificiales conversacionales—es decir, los chatbots, los robots parlantes, los agentes conversacionales y los sistemas de diálogo—ofrecen una posibilidad prometedora para el aprendizaje de idiomas: un entorno de baja ansiedad para la práctica comunicativa e interactiva, que puede además controlarse en cuanto a complejidad y exposición específica, estrategias de andamiaje y retroalimentación correctiva.

Dialogue systems, such as chatbots and dialogue-based games, provide an opportunity for safe, meaningful conversational practice to …

Automatizing testing and computation of multiple variations (pruning, normalization…) of L2 utterance fluency metrics, we collected pre/post oral interview responses from N=215 learners of French, and compared each metric’s variation with external proficiency estimates, to determine which operationalizations best predict proficiency and detect very-short-term developmental changes in L2 fluency.

Micro study on using Among Us! for practice Methods Intervention Among Us! Groups of 10-students (max possible) Pedagogical sequence: Pre-task activities (mostly asynchronous), ~20 min. 2 x 40-min. sessions of Among Us!

Interacciones en vivo y preguntas (Slido) Resultados de investigación-acción con Among Us! Variable Mdiff t p-value Effect size (d) Actitud hacía el inglés 0.13 0.88 0.389 n.s. 0.19 Deseo de aprender inglés -0.

¿Por qué utilizar tecnología en la educación? ¿La tecnología mejora significativamente el aprendizaje? ¿Qué ofrece como posibilidades con más potencial pedagógico? ¿Qué conservar de la educación virtual?

En ciencias sociales, particularmente en educación, una parte importante de la investigación cuantitativa busca medir la efectividad de …

Preguntas de investigación ¿En qué medida es posible medir de manera valida, confiable y precisa efectos de aprendizaje de corta duración en lengua extranjera en términos de fluidez oral de manera semiautomática?

Les systèmes de dialogue pour l’apprentissage des langues regroupent différentes applications permettant à un apprenant de langue étrangère de converser, oralement ou par écrit, avec un interlocuteur automatisé (chatbot, robot, interface vocale, personnage non-joueur, etc.

Introduction Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows investigating the effectiveness of different modalities of interaction (Bibauw et al, 2019).

Abstract (as submitted in February 2019) Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows to conduct research on the effectiveness of different modalities of interaction.

Chatbots and conversational agents have recently seen major developments in many domains, including education. In foreign language learning, dialogue-based computer-assisted language learning (CALL) applications allow a learner to practice a foreign language by having a conversation with a computer, be it orally or in writing.

Dialogue-based computer-assisted language learning systems allow a learner to practice meaningfully an L2 with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015).

Dialogue-based CALL systems allow a learner to practice meaningfully an L2 with an automated agent, through an oral (spoken dialogue …

Abstract of the research methods and results Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015).

Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with …

Dialogue-based computer-assisted language learning (CALL) encompasses applications that allow a learner to practice a foreign language …

Conversational agents are seen as a way to offer an anxiety-free L2 practice environment for learners, in the hope that it would …