1 |
Ai et al |
2014 |
Sprinter: language technologies for interactive and multimedia language learning |
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Conference paper |
LREC |
SDS/CA |
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en |
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L2 |
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system |
dialogue |
task |
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Sprinter |
Goal-oriented |
Contextualized |
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System description |
0 |
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dialogue-based language learning game |
2 |
Anderson et al |
2008 |
Language learning with interactive virtual agent scenarios and speech recognition: Lessons learned |
10.1002/cav.265 |
Journal article |
Computer Animation and Virtual Worlds |
SDS/CA |
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en |
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L2 |
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system |
dialogue |
task |
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SPELL |
Goal-oriented |
Contextualized |
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Survey study |
76 |
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university |
18+ |
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embodied virtual agent |
3 |
Bernstein et al |
1999 |
Subarashii: Encounters in Japanese spoken language education |
|
Journal article |
CALICO Journal |
ICALL |
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en |
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L2 |
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system |
dialogue |
task |
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Subarashii |
Form-focused |
Meaning-constrained |
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System description |
0 |
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interactive spoken language education |
4 |
Boylan & Micarelli |
1998 |
Learning languages as “culture” with CALL |
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Book chapter |
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ICALL |
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en |
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L2 |
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system |
dialogue |
task |
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Conversation Rebuilding |
Form-focused |
Elicited |
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System description |
0 |
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conversation rebuilding |
5 |
Brusk et al |
2007 |
DEAL: Dialogue management in SCXML for believable game characters |
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Conference paper |
Conf. on Future Play |
SDS/CA |
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en |
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system |
dialogue |
task |
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DEAL |
Goal-oriented |
Contextualized |
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0 |
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dialogue system |
6 |
Cho & Lee |
2009 |
A fully-automated computer-assisted language learning courseware for beginner-level Korean language learners |
|
Conference paper |
WSEAS |
ICALL |
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en |
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L2 |
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system |
dialogue |
task |
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[Cho] |
Goal-oriented |
Contextualized |
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System description |
0 |
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fully-automated CALL courseware |
7 |
Coniam |
2008 |
Evaluating the language resources of chatbots for their potential in English as a second language |
10.1017/S0958344008000815 |
Journal article |
ReCALL |
Chatbots |
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en |
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L2 |
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system |
dialogue |
task |
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Cybelle, Dave ESL, Jabberwacky, Jenny, Lucy |
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Technical evaluation |
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chatbot |
8 |
Coniam |
2014 |
The linguistic accuracy of chatbots: usability from an ESL perspective |
10.1515/text-2014-0018 |
Journal article |
Text & Talk |
Chatbots |
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en |
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L2 |
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system |
dialogue |
task |
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Dave ESL, Elbot, Eugene Goostman, Jabberwacky, Julie Tinkerbell |
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Technical evaluation |
1 |
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chatbot |
9 |
Danilava |
2013 |
Artificial conversational companions |
|
Conference paper |
AAAI |
Chatbots |
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en |
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L2 |
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system |
dialogue |
task |
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Artificial Conversational Companion |
Reactive |
Free |
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System description |
0 |
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conversational companion |
10 |
Danilava et al |
2013 |
Towards computational models for a long-term interaction with an artificial conversational companion |
|
Conference paper |
AAAI |
Chatbots |
|
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en |
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L2 |
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system |
dialogue |
task |
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Artificial Conversational Companion |
Reactive |
Free |
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System description |
0 |
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conversational companion |
11 |
Ehsani et al |
1997 |
Subarashii: Japanese interactive spoken language education |
|
Conference paper |
EUROSPEECH |
ICALL |
|
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en |
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L2 |
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system |
dialogue |
task |
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Subarashii |
Form-focused |
Meaning-constrained |
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Survey study |
34 |
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interactive spoken language education |
12 |
Ehsani et al |
2000 |
An interactive dialog system for learning Japanese |
10.1016/S0167-6393(99)00042-4 |
Journal article |
Speech Communication |
ICALL |
|
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en |
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L2 |
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system |
dialogue |
task |
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Subarashii |
Form-focused |
Meaning-constrained |
|
Survey study |
47 |
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dialogue system |
13 |
Fryer & Nakao |
2009 |
Assessing chatbots for EFL learner use |
|
Conference paper |
JALT |
Chatbots |
|
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✔ |
✔ |
en |
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L2 |
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system |
dialogue |
task |
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Jabberwacky |
Reactive |
Free |
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Observational study |
36 |
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chatbot |
14 |
Hamburger & Hashim |
1992 |
Foreign language tutoring and learning environment |
|
Book chapter |
|
ICALL |
|
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✔ |
✔ |
en |
✔ |
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L2 |
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system |
dialogue |
task |
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FLUENT |
Form-focused |
Meaning-constrained |
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System description |
0 |
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immersion-style language tutoring |
15 |
Hassani et al |
2013 |
Architectural design and implementation of intelligent embodied conversational agents using fuzzy knowledge base |
10.3233/IFS-120687 |
Journal article |
Journal of Intelligent and Fuzzy Systems |
SDS/CA |
|
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en |
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L2 |
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system |
dialogue |
task |
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IVELL |
Goal-oriented |
Contextualized |
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Technical evaluation |
10 |
B1 |
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university |
18+ |
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embodied conversational agent |
16 |
Hassani et al |
2016 |
Design and implementation of an intelligent virtual environment for improving speaking and listening skills |
10.1080/10494820.2013.846265 |
Journal article |
Interactive Learning Environments |
SDS/CA |
|
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en |
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L2 |
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system |
dialogue |
task |
|
IVELL |
Goal-oriented |
Contextualized |
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Effectiveness study |
10 |
B1 |
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university |
18+ |
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intelligent virtual environment |
17 |
Hjalmarsson et al |
2007 |
Dealing with DEAL: a dialogue system for conversation training |
|
Conference paper |
SIGDIAL |
SDS/CA |
|
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en |
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L2 |
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system |
dialogue |
task |
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DEAL |
Goal-oriented |
Contextualized |
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System description |
0 |
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dialogue system |
18 |
Jehle |
1987 |
A free-form dialog program in Spanish |
|
Journal article |
CALICO Journal |
ICALL |
|
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en |
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L2 |
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system |
dialogue |
task |
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SPANLAP |
Reactive |
Free |
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System description |
0 |
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|
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dialogue program |
19 |
Jia |
2003 |
The study of the application of a keywords-based chatbot system on the teaching of foreign languages |
|
Preprint |
arXiv |
Chatbots |
|
✘ |
✔ |
✔ |
en |
✘ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Observational study |
1256 |
|
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university |
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|
✘ |
chatbot |
20 |
Jia |
2004 |
CSIEC (computer simulator in educational communication): a virtual context-adaptive chatting partner for foreign language learners |
|
Conference paper |
ICALT |
Chatbots |
|
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✔ |
✔ |
en |
✔ |
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✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
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system |
dialogue |
task |
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CSIEC |
Reactive |
Free |
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System description |
0 |
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|
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virtual chatting partner |
21 |
Jia |
2008 |
The generation of textual entailment with NLML in an intelligent dialogue system for language learning CSIEC |
10.1109/NLPKE.2008.4906806 |
Conference paper |
NLP-KE |
Chatbots |
|
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✔ |
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en |
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✔ |
✔ |
L2 |
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system |
dialogue |
task |
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CSIEC |
Reactive |
Free |
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System description |
0 |
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|
✘ |
dialogue system |
22 |
Jia |
2009 |
CSIEC: A computer assisted English learning chatbot based on textual knowledge and reasoning |
10.1016/j.knosys.2008.09.001 |
Journal article |
Knowledge-Based Systems |
Chatbots |
|
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✔ |
✔ |
en |
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|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Observational study |
1783 |
|
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high school |
|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
23 |
Jia |
2009 |
An AI framework to teach English as a Foreign Language: CSIEC |
|
Journal article |
AI Magazine |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Effectiveness study |
1783 |
|
|
high school |
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
dialogue system |
24 |
Jia & Chen |
2008 |
Motivate the learners to practice English through playing with chatbot CSIEC |
|
Conference paper |
Technologies for E-Learning and Digital Entertainment |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Survey study |
1783 |
|
|
high school |
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
25 |
Jia & Chen |
2008 |
Script-based design for human-computer dialog in given scenarios for English learners |
|
Conference paper |
ICALT |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
26 |
Jia & Chen |
2009 |
The further development of CSIEC project driven by application and evaluation in English education |
10.1111/j.1467-8535.2008.00881.x |
Journal article |
British Journal of Educational Technology |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Survey study |
1783 |
|
|
high school |
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
27 |
Jia & Ruan |
2008 |
Use chatbot CSIEC to facilitate the individual learning in English instruction: A case study |
|
Conference paper |
ITS |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Survey study |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
28 |
Jia et al |
2013 |
Effects of an intelligent web-based English instruction system on students' academic performance |
10.1111/jcal.12016 |
Journal article |
Journal of Computer Assisted Learning |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Effectiveness study |
452 |
|
|
high school |
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✔ |
|
✔ |
dialogue simulation |
29 |
Johnson |
2007 |
Serious use of a serious game for language learning |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
89 |
A0 |
|
military |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
30 |
Johnson et al |
2005 |
Serious games for language learning: how much game, how much AI? |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
31 |
Lee (S.) et al |
2010 |
POSTECH approaches for dialog-based English conversation tutoring |
|
Conference paper |
APSIPA |
SDS/CA |
|
✘ |
✔ |
✘ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
POMY, Mero, Engkey |
|
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
dialogue-based conversation tutoring |
32 |
Lee (S.) et al |
2010 |
Cognitive effects of robot-assisted language learning on oral skills |
|
Conference paper |
INTERSPEECH |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Mero, Engkey |
|
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
robot-assisted language learning |
33 |
Lee (S.) et al |
2011 |
On the effectiveness of Robot-Assisted Language Learning |
10.1017/S0958344010000273 |
Journal article |
ReCALL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Mero, Engkey |
|
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
robot-assisted language learning |
34 |
Lee (S.) et al |
2012 |
Foreign language tutoring in oral conversations using spoken dialog systems |
10.1587/transinf.E95.D.1216 |
Journal article |
IEICE Transactions on Information and Systems |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY, Mero, Engkey |
|
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
spoken dialogue system |
35 |
Lee (K.) et al |
2014 |
POSTECH Immersive English Study (POMY): Dialog-based language learning game |
10.1587/transinf.E97.D.1830 |
Journal article |
IEICE Transactions on Information and Systems |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Effectiveness study |
25 |
mixed |
|
middle school |
11-12 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
|
✔ |
dialogue-based language learning game |
36 |
Lee (K.) et al |
2011 |
Effects of Language Learning Game on Korean Elementary School Students |
|
Conference paper |
SLaTE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Effectiveness study |
10 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
dialogue-based language learning game |
37 |
Lehuen |
2000 |
A dialogue-based architecture for computer aided language learning |
|
Conference paper |
AAAI FS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Sampras/Virtual Kitchen |
Form-focused |
Meaning-constrained |
|
System description |
5 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
38 |
Lombardi |
2012 |
From the curtain to the Façade: Enhancing ESL/EFL learners’ communicative competence through an interactive digital drama |
|
Journal article |
Scenario |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Façade |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive digital drama |
39 |
Lorenzo et al |
2013 |
Language Learning in Educational Virtual Worlds - a TAM Based Assessment |
10.3217/jucs-019-11-1615 |
Journal article |
Journal of Universal Computer Science |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
human |
dialogue |
task |
|
SLRoute |
|
|
|
Survey study |
35 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
40 |
Lu et al |
2006 |
Using instant messaging to provide an intelligent learning environment |
|
Conference paper |
Intelligent Tutoring Systems |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
TutorBot |
|
|
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
41 |
Mazur et al |
2011 |
Proposal for a conversational English tutoring system that encourages user engagement |
|
Conference paper |
ICCE |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Mazur] |
Reactive |
Free |
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational language tutoring system |
42 |
Micarelli & Boylan |
1997 |
Conversation rebuilding: from the foreign language classroom to implementation in an intelligent tutoring system |
|
Journal article |
Computers & Education |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Conversation Rebuilding |
Form-focused |
Elicited |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
43 |
Michel & Lehuen |
2002 |
Conception of a language learning environment based on the communicative and actional approaches |
|
Conference paper |
ITS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Sampras/Virtual Kitchen |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
44 |
Morton & Jack |
2005 |
Scenario-based spoken interaction with virtual agents |
10.1080/09588220500173344 |
Journal article |
Computer Assisted Language Learning |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPELL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
45 |
Morton & Jack |
2010 |
Speech interactive computer-assisted language learning: a cross-cultural evaluation |
10.1080/09588221.2010.493524 |
Journal article |
Computer Assisted Language Learning |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPELL |
Goal-oriented |
Contextualized |
|
Effectiveness study |
76 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
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|
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✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
46 |
Morton et al |
2008 |
Evaluation of a speech interactive CALL system |
|
Book chapter |
|
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPELL |
Goal-oriented |
Contextualized |
|
Survey study |
52 |
|
|
high school |
13-17 |
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
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✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
47 |
Morton et al |
2012 |
Interactive language learning through speech-enabled virtual scenarios |
|
Journal article |
Advances in Human-Computer Interaction |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPELL |
Goal-oriented |
Contextualized |
|
Survey study |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
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✘ |
✔ |
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✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
48 |
Murray |
1995 |
Lessons learned from the Athena language learning project: using natural language processing, graphics, speech processing and interactive video for communication-based language learning |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
LINGO |
Goal-oriented |
Contextualized |
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
communication-based language learning |
49 |
Noh et al |
2011 |
POMY: a conversational virtual environment for language learning in POSTECH |
|
Conference paper |
SIGDIAL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
50 |
Noh et al |
2012 |
An example-based approach to ranking multiple dialog states for flexible dialog management |
10.1109/JSTSP.2012.2229692 |
Journal article |
IEEE Journal of Selected Topics in Signal Processing |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Effectiveness study |
40 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
dialogue-based CALL |
51 |
Ohtsuki et al |
2000 |
Issues for applying chatter bots to foreign language learning in virtual reality |
|
Conference paper |
IMSA |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Chat Bots Mediator |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
52 |
Price (C.) et al |
1999 |
L2tutor: A Mixed-Initiative Dialogue System for Improving Fluency |
|
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
L2tutor |
Goal-oriented |
Contextualized |
|
Technical evaluation |
13 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
53 |
Raux & Eskenazi |
2004 |
Using task-oriented spoken dialogue systems for language learning: potential, practical applications and challenges |
|
Conference paper |
INSTIL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Let's Go |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
54 |
Reeder (K.) & Hart |
2001 |
Edubba: Multimedia software to support academic writing in English |
|
Journal article |
Zeitschrift für Interkulturellen Fremdsprachenunterricht |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Edubba |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual world |
55 |
Reeder (K.) |
2010 |
Edubba: Real-world writing tasks in a virtual world |
|
Book chapter |
|
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Edubba |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual world |
56 |
Sagae et al |
2011 |
Conversational agents in language and culture training |
|
Book chapter |
Conversational agents and natural language interaction |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Observational study |
|
|
|
|
|
|
|
|
✔ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
57 |
Schoelles & Hamburger |
1996 |
Teacher-usable exercise design tools |
|
Conference paper |
ITS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
immersion-style language tutoring |
58 |
Seneff |
2006 |
Interactive computer aids for acquiring proficiency in Mandarin |
|
Conference paper |
ISCSLP |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
59 |
Seneff |
2007 |
Web-based dialogue and translation games for spoken language learning |
|
Conference paper |
SLaTE |
SDS/CA |
|
✘ |
✔ |
✘ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
60 |
Seneff et al |
2004 |
Spoken conversational interaction for language learning |
|
Conference paper |
InSTIL/ICALL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
61 |
Seneff et al |
2007 |
Spoken dialogue systems for language learning |
|
Conference paper |
NAACL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
62 |
Sha |
2009 |
AI-based chatterbots and spoken English teaching: a critical analysis |
10.1080/09588220902920284 |
Journal article |
Computer Assisted Language Learning |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Verbot, Jabberwacky, Ultra Hal |
|
|
|
Survey study |
15 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
63 |
Si et al |
2005 |
THESPIAN: an architecture for interactive pedagogical drama |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive pedagogical drama |
64 |
Underwood |
1982 |
Simulated conversation as a CAI strategy |
|
Journal article |
Foreign Language Annals |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FAMILIA |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
simulated conversation |
65 |
Vlugter et al |
2009 |
Dialogue-based CALL: a case study on teaching pronouns |
10.1080/09588220902778260 |
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
Effectiveness study |
108 |
A1 |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
66 |
Wang (N.) & Johnson |
2008 |
The politeness effect in an intelligent foreign language tutoring system |
|
Conference paper |
ITS |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
61 |
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pedagogical agent |
67 |
Wang (C.C.) et al |
2007 |
Task-based learning through dialogue management |
|
Conference paper |
ICCE |
SDS/CA |
|
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en |
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system |
dialogue |
task |
|
[Wang] |
Goal-oriented |
Contextualized |
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System description |
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dialogue system |
68 |
Wik |
2011 |
The virtual language teacher: Models and applications for language learning using embodied conversational agents |
|
Dissertation |
|
SDS/CA |
|
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en |
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system |
dialogue |
task |
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DEAL |
Goal-oriented |
Contextualized |
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System description |
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embodied conversational agent |
69 |
Wik & Hjalmarsson |
2009 |
Embodied conversational agents in computer assisted language learning |
10.1016/j.specom.2009.05.006 |
Journal article |
Speech Communication |
SDS/CA |
|
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DEAL |
Goal-oriented |
Contextualized |
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System description |
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embodied conversational agent |
70 |
Williams & van Compernolle |
2009 |
The chatbot as a peer/tool for learners of French |
|
Book chapter |
|
Chatbots |
|
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en |
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L2 |
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system |
dialogue |
task |
|
Aghate |
Reactive |
Free |
|
Observational study |
104 |
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|
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chatbot |
71 |
Wilske |
2014 |
Form and meaning in dialog-based computer-assisted language learning |
|
Dissertation |
|
ICALL |
|
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en |
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|
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L2 |
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system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
33 |
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|
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dialogue-based CALL |
72 |
Wilske & Wolska |
2008 |
Role-plays for CALL: System architecture and resources |
|
Conference paper |
ICL |
ICALL |
|
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en |
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|
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L2 |
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system |
dialogue |
task |
|
[Wilske1] |
Goal-oriented |
Contextualized |
|
System description |
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|
✘ |
dialogue game |
73 |
Wilske & Wolska |
2011 |
Meaning versus form in computer-assisted task-based language learning: a case study on the German dative |
|
Journal article |
Journal for Language Technology and Computational Linguistics |
ICALL |
|
✔ |
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en |
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|
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L2 |
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|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
30 |
|
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|
✔ |
dialogue-based CALL |
74 |
Wolska & Wilske |
2010 |
German subordinate clause word order in dialogue-based CALL |
|
Conference paper |
IMCSIT |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
L2 |
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|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
15 |
|
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✘ |
|
✔ |
dialogue-based CALL |
75 |
Wolska & Wilske |
2010 |
Form-focused task-oriented dialogues for computer assisted language learning: A pilot study on german dative |
|
Conference paper |
INTERSPEECH |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
22 |
|
|
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|
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✔ |
|
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✘ |
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✘ |
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✘ |
✘ |
✘ |
|
✔ |
dialogue system |
76 |
Wolska & Wilske |
2011 |
Assessing the effect of type-written form-focused dialogues on spoken language fluency |
|
Conference paper |
SLaTE |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
13 |
|
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✘ |
✘ |
|
✔ |
dialogue system |
77 |
Xu |
2012 |
Language technologies in speech-enabled second language learning games: From reading to dialogue |
|
Dissertation |
|
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
12 |
|
|
|
|
|
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|
✘ |
✔ |
|
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✘ |
✘ |
|
✘ |
speech-enabled language learning game |
78 |
Yang & Zapata-Rivera |
2010 |
Interlanguage pragmatics with a pedagogical agent: the request game |
10.1080/09588221.2010.520274 |
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Request game |
Goal-oriented |
Contextualized |
|
Observational study |
15 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
79 |
Yoon & Han |
2004 |
A case study on the effects of the use of chatterbot and messenger on the productive skills of Korean EFL learners (in Korean) |
|
Journal article |
Multimedia-Assisted Language Learning |
Chatbots |
|
✘ |
✔ |
✔ |
kr |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
EllaZ |
|
|
|
Effectiveness study |
12 |
|
|
|
|
|
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|
✔ |
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|
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✔ |
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✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
80 |
Zacharski |
2002 |
Conversational agents for language learning |
|
Conference paper |
IAAI |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Zacharski] |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
81 |
Zacharski |
2003 |
A discourse system for conversational characters |
|
Conference paper |
CLITP |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Zacharski] |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
discourse system for conversational characters |
82 |
Zakos & Capper |
2008 |
CLIVE - An artificially intelligent chat robot for conversational language practice |
|
Conference paper |
SETN |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CLIVE |
Goal-oriented |
Contextualized |
|
Observational study |
10 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chat robot |
83 |
Atwell et al |
2000 |
User-guided system development in Interactive Spoken Language Education |
|
Journal article |
Natural Language Engineering |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ISLE |
Form-focused |
Elicited |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive spoken language education |
84 |
Chang (C.W.) et al |
2010 |
Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school |
|
Journal article |
Journal of Educational Technology & Society |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Chang] |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
robot-assisted language learning |
85 |
Chevalier |
2007 |
Speech Interaction with Saybot, a CALL Software to Help Chinese Learners of English |
|
Conference paper |
SLaTE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Saybot |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
86 |
Chevalier & Cao |
2008 |
Application and evaluation of speech technologies in language learning: experiments with the Saybot player |
|
Conference paper |
INTERSPEECH |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Saybot |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
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|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
87 |
Culley et al |
1986 |
A foreign-language adventure game: progress report on an application of AI to language instruction |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Foreign Language Adventure Game |
Goal-oriented |
Form-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
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✘ |
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✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
88 |
da Costa Pinho et al |
2013 |
The use of text mining to build a pedagogical agent capable of mediating synchronous online discussions in the context of foreign language learning |
10.1109/FIE.2013.6684853 |
Conference paper |
IEEE Frontiers in Education Conference |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
PASCALL |
|
|
|
Survey study |
27 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
89 |
De Gasperis & Florio |
2012 |
Learning to read/type a second language in a chatbot enhanced environment |
|
Conference paper |
International Workshop on Evidence-Based Technology Enhanced Learning |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fable expert FAQ-chatbot |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
90 |
Delorme & Lehuen |
2003 |
Dialog planning and domain knowledge modeled in terms of tasks and methods: a flexible framework for dialog managing |
|
Conference paper |
ISMIS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Sampras/Virtual Kitchen |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
91 |
DeSmedt |
1995 |
Herr Kommissar: an ICALL conversation simulator for intermediate German |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Her Kommissar |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversation simulator |
92 |
Feuerman et al |
1987 |
The CALLE Project |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALLE |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based language instruction system |
93 |
Hamburger |
1995 |
Tutorial tools for language learning by two-medium dialogue |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational ICALL system |
94 |
Han |
2012 |
Robot Assisted Language Learning |
|
Journal article |
Language Learning & Technology |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
robot-assisted language learning |
95 |
Harroff |
1986 |
Die Sprachmaschine: a microworld for language experimentation |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Die Sprachmaschine |
Form-focused |
Form-focused exercises |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
microworld |
96 |
Holland et al |
1999 |
Preliminary tests of language learning in a speech-interactive graphics microworld |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
MILT-TXT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
6 |
|
|
military |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
|
✘ |
speech-interactive microworld |
97 |
Kaplan & Holland |
1995 |
The application of learning theory to the design of a second language tutor |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
MILT-TXT |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
simulated dialogue |
98 |
Kruger & Hamilton |
1997 |
RECALL: individual language tutoring through intelligent error diagnosis |
10.1017/S095834400000478X |
Journal article |
ReCALL |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
RECALL |
Goal-oriented |
Form-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
99 |
Levin & Evans |
1995 |
ALICE-chan: A case study in ICALL theory and practice |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ALICE-chan |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
100 |
Molla et al |
1988 |
Artificial intelligence in a German adventure game: Spion in PROLOG |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Spion |
Goal-oriented |
Form-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
101 |
Mulford |
1989 |
Semantic processing for communicative exercises in foreign-language learning. |
|
Journal article |
Computers and the Humanities |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Foreign Language Adventure Game |
Goal-oriented |
Form-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
102 |
Ogata et al |
2000 |
Agent-mediated language-learning environment based on communicative gaps |
|
Conference paper |
ITS |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
Neckle |
|
|
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
agent-mediated language-learning environment |
103 |
Petersen |
2010 |
Implicit corrective feedback in computer-guided interaction: does mode matter? |
|
Dissertation |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Sasha |
Goal-oriented |
Contextualized |
|
Effectiveness study |
56 |
mixed |
|
high school |
15-18 |
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✔ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
computer-guided interaction |
104 |
Sanders & Sanders |
1995 |
History of an AI spy game: Spion |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Spion |
Goal-oriented |
Form-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
105 |
Schoelles & Hamburger |
1997 |
The NLP Role in Animated Conversation for CALL |
|
Conference paper |
ANLP |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
Survey study |
16 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational language learning system |
106 |
Suzuki et al |
2014 |
Controlling switching pause using an AR agent for interactive CALL system |
|
Conference paper |
HCI |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Suzuki] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
10 |
B1 |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
voice-interactive CALL |
107 |
Tegos et al |
2012 |
Using a conversational agent for promoting collaborative language learning |
10.1109/iNCoS.2012.105 |
Conference paper |
INCoS |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
MentorChat |
|
|
|
Survey study |
16 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
108 |
Tegos et al |
2014 |
A configurable conversational agent to trigger students’ productive dialogue: A pilot study in the CALL domain |
10.1007/s40593-013-0007-3 |
Journal article |
International Journal of Artificial Intelligence in Education |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
MentorChat |
|
|
|
Effectiveness study |
30 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
109 |
Yamada et al |
2013 |
C4 (C quad): Development of the application for language learning based on social and cognitive presences |
|
Conference paper |
EUROCALL |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Mondo |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
110 |
Abu Shawar & Atwell |
2007 |
Fostering language learner autonomy via adaptive conversation tutors |
|
Conference paper |
CL |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
111 |
Campillos Llanos |
2010 |
Tecnologias del habla y análisis de la voz. Aplicaciones en la enseñanza de la lengua |
|
Journal article |
Diálogo de la Lengua |
ICALL |
|
✔ |
✔ |
✔ |
es |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
112 |
Cornillie et al |
2013 |
Tools that detectives use: in search of learner-related determinants for usage of optional feedback in a written murder mystery |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DialogDungeon |
Form-focused |
Meaning-constrained |
|
Observational study |
36 |
|
|
|
|
|
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|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✘ |
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✘ |
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✔ |
✘ |
✘ |
✘ |
|
✘ |
|
113 |
Cucchiarini et al |
2014 |
ASR-based CALL systems and learner speech data: new resources and opportunities for research and development in second language learning |
|
Conference paper |
LREC |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
GREET |
Form-focused |
Form-focused exercises |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
ASR-based CALL |
114 |
de Wet et al |
2009 |
Automatic assessment of oral language proficiency and listening comprehension |
10.1016/j.specom.2009.03.002 |
Journal article |
Speech Communication |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[deWet] |
Form-focused |
Form-focused exercises |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
115 |
Engwall |
2012 |
Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher |
|
Journal article |
Computer Assisted Language Learning |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ARTUR |
Form-focused |
Form-focused exercises |
|
Observational study |
7 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied conversational agent |
116 |
Engwall et al |
2004 |
Design strategies for a virtual language tutor |
|
Conference paper |
INTERSPEECH |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ARTUR |
Form-focused |
Form-focused exercises |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
117 |
Eskenazi |
2009 |
An overview of spoken language technology for education |
|
Journal article |
Speech Communication |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Subarashii, Let's Go, SCILL |
|
|
|
Review |
0 |
|
|
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|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
118 |
Fryer & Carpenter |
2006 |
Bots as language learning tools |
|
Journal article |
Language Learning & Technology |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Jabberwacky |
Reactive |
Free |
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
119 |
Gamper & Knapp |
2002 |
A review of Intelligent CALL systems |
|
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
120 |
Harless et al |
1999 |
Virtual dialogues with native speakers: the evaluation of an interactive multimedia method |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Conversim |
Form-focused |
Elicited |
|
Effectiveness study |
|
|
|
|
|
|
|
|
✔ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
|
✔ |
virtual dialogue |
121 |
Hong (Z.W.) et al |
2014 |
A courseware to script animated pedagogical agents in instructional material for elementary students in English education |
10.1080/09588221.2012.733712 |
Journal article |
Computer Assisted Language Learning |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
scaffolding |
|
Animated pedagogical agent |
|
|
|
Effectiveness study |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
122 |
Kaplan et al |
1998 |
The Military Language Tutor (MILT) Program: An Advanced Authoring System |
|
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
MILT-DSR |
Form-focused |
Elicited |
|
Effectiveness study |
16 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
123 |
Kim (Y.) et al |
2006 |
Learning content-based English in virtual environments |
|
Journal article |
English Teaching |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
scaffolding |
|
0 |
|
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
124 |
Micarelli & Boylan |
1997 |
Foreign-language tutoring systems today: Old-fashioned teaching with newfangled gadgets |
|
Journal article |
Cognitive Systems |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Conversation Rebuilding |
Form-focused |
Elicited |
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversation rebuilding |
125 |
Okamoto & Yano |
1994 |
Development of an Environmental ICAI System for English Conversation Learning |
|
Journal article |
IEICE Transactions on Information and Systems |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
English Conversation Learning |
Form-focused |
Form-focused exercises |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue simulation |
126 |
Reeder (F.) |
2000 |
Could you repeat the question? [FLUENT language learning system] |
|
Conference paper |
AAAI FS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
127 |
Rypa & Price (P.) |
1999 |
VILTS: a tale of two technologies |
|
Journal article |
CALICO Journal |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
VILTS |
Form-focused |
Meaning-constrained |
|
Observational study |
5 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
128 |
Stewart & File |
2007 |
Let's Chat: A conversational dialogue system for second language practice |
10.1080/09588220701331386 |
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Let's Chat |
Narrative |
Branching |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
129 |
Su et al |
2013 |
A dialogue game framework with personalized training using reinforcement learning for computer-assisted language learning |
|
Conference paper |
ICASSP |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Su] |
Form-focused |
Form-focused exercises |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
130 |
Su et al |
2015 |
A recursive dialogue game for personalized computer-aided pronunciation training |
10.1109/TASLP.2014.2375572 |
Journal article |
IEEE/ACM Transactions on Audio, Speech, and Language Processing |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Su] |
Form-focused |
Form-focused exercises |
|
Effectiveness study |
2 |
|
|
university |
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
131 |
Tanghe |
2009 |
The use of chatterbots in the language classroom |
|
Journal article |
STEM Journal |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
132 |
Thaler |
2008 |
Chatbots – schreibendes Sprechen mit Computer-Personen |
|
Magazine article |
PRAXIS Fremdsprachenunterricht |
|
|
✘ |
✔ |
✔ |
en |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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dialogue |
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|
ALICE |
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Review |
0 |
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chatbot |
133 |
Wachowicz & Scott |
1999 |
Software that listens: it's not a question of whether, it's a question of how |
|
Journal article |
CALICO Journal |
ICALL |
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TraciTalk |
Form-focused |
Elicited |
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Review |
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speech interactive CALL |
134 |
Walker et al |
2011 |
Using ASR technology in language training for specific purposes: a perspective from Quebec, Canada |
|
Journal article |
CALICO Journal |
CAPT |
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system |
dialogue |
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Virtual Language Patient |
Form-focused |
Form-focused exercises |
|
Effectiveness study |
5 |
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simulated dialogue |
135 |
Abu Shawar & Atwell |
2005 |
A chatbot system as a tool to animate a corpus |
|
Journal article |
ICAME Journal |
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[Abu Shawar] |
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chatbot |
136 |
Araki & Takegoshi |
2012 |
A rapid development framework for multilingual spoken dialogue systems |
10.1109/COMPSAC.2012.30 |
Conference paper |
COMPSAC |
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en |
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spoken dialogue system |
137 |
Bergmann & Macedonia |
2013 |
A virtual agent as vocabulary trainer: iconic gestures help to improve learners’ memory performance |
|
Conference paper |
IVA |
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en |
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scaffolding |
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Billie |
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Effectiveness study |
32 |
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virtual agent |
138 |
Chang (B.) et al |
2012 |
Foreign language learning in immersive virtual environments |
|
Conference paper |
Conference on Engineering Reality of Virtual Reality |
Games |
|
✔ |
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en |
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L2 |
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✘ |
human |
dialogue |
task |
|
[ChangXVRE] |
|
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System description |
0 |
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|
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|
139 |
Chang& Chen |
2010 |
Using a humanoid robot to develop a dialogue-based interactive learning environment for elementary foreign language classrooms |
|
Journal article |
Journal of Interactive Learning Research |
|
|
✘ |
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✔ |
en |
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|
✘ |
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L2 |
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system |
item |
|
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[ChangRobot] |
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✔ |
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|
✘ |
dialogue-based interactive learning environment |
140 |
Chen & Tokuda |
2003 |
A new template-template-enhanced ICALL system for a second language composition course |
|
Journal article |
CALICO Journal |
|
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✔ |
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en |
✔ |
|
✘ |
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system |
dialogue |
task |
|
[Chen] |
|
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System description |
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✘ |
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|
✘ |
dialogue system |
141 |
Choi (S.) & Clark (R.) |
2006 |
Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language |
10.2190/A064-U776-4208-N145 |
Journal article |
Journal of Educational Computing Research |
Pedagogical agents |
|
✔ |
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en |
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L2 |
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system |
item |
scaffolding |
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Effectiveness study |
74 |
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✔ |
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✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
142 |
Felshin |
1995 |
The Athena language learning project NLP system: a multilingual system for conversation-based language learning |
|
Book chapter |
|
ICALL |
|
✔ |
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en |
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|
✘ |
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L2 |
✘ |
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✘ |
system |
dialogue |
task |
|
Athena |
|
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System description |
0 |
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✘ |
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✘ |
|
✘ |
|
143 |
Gorrino & De Gasperis |
2012 |
Virtual laboratory for the training of health workers in Italy |
|
Book chapter |
|
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✔ |
✔ |
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en |
✔ |
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✘ |
✘ |
✘ |
✘ |
false |
✔ |
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✘ |
|
dialogue |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
144 |
Graesser et al |
2001 |
Intelligent tutoring systems with conversational dialogue |
|
Journal article |
AI Magazine |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
|
dialogue |
|
|
AutoTutor, Andes, Atlas |
|
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Review |
0 |
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✘ |
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✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
145 |
Griol & Callejas |
2013 |
An architecture to develop multimodal educative applications with chatbots |
|
Journal article |
International Journal of Advanced Robotic Systems |
|
|
✔ |
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en |
✔ |
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false |
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dialogue |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
146 |
Griol et al |
2014 |
The Geranium System: Multimodal Conversational Agents for E-learning |
|
Conference paper |
DCAI |
|
|
✔ |
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en |
✔ |
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✘ |
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false |
✔ |
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✘ |
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dialogue |
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Geranium |
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✘ |
✘ |
|
✘ |
conversational agent |
147 |
Griol et al |
2014 |
Developing multimodal conversational agents for an enhanced e-learning experience |
|
Journal article |
Advances in Distributed Computing and Artificial Intelligence Journal |
|
|
✔ |
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en |
✔ |
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false |
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dialogue |
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✘ |
|
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conversational agent |
148 |
Gupta |
2009 |
Generating politeness for conversational systems aimed to teach English as a second language |
|
Dissertation |
|
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en |
✔ |
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✔ |
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L2 |
✔ |
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✘ |
system |
dialogue |
scaffolding |
|
POLLy |
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Effectiveness study |
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✘ |
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|
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conversational system |
149 |
Gupta et al |
2007 |
How rude are you?: Evaluating politeness and affect in interaction |
|
Conference paper |
ACII |
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en |
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L2 |
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✘ |
system |
dialogue |
scaffolding |
|
POLLy |
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Technical evaluation |
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✘ |
✘ |
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✘ |
|
✘ |
conversational agent |
150 |
Gupta et al |
2008 |
POLLy: a conversational system that uses a shared representation to generate action and social language |
|
Conference paper |
|
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|
✔ |
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en |
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L2 |
✔ |
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✘ |
system |
dialogue |
scaffolding |
|
POLLy |
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System description |
0 |
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✘ |
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✘ |
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✘ |
|
✘ |
conversational system |
151 |
Gupta et al |
2008 |
Using a shared representation to generate action and social language for a virtual dialogue environment |
|
Conference paper |
AAAI |
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en |
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L2 |
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system |
dialogue |
scaffolding |
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POLLy |
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Technical evaluation |
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✘ |
|
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conversational system |
152 |
Hong (J.H.) et al |
2006 |
Language learning for the autonomous mental development of conversational agents |
|
Conference paper |
ICONIP |
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✔ |
en |
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false |
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system |
dialogue |
task |
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conversational agent |
153 |
Hong (J.H.) et al |
2007 |
Autonomous language development using dialogue-act templates and genetic programming |
10.1109/TEVC.2006.890265 |
Journal article |
IEEE Transactions on Evolutionary Computation |
|
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en |
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system |
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task |
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|
✘ |
|
154 |
Junqua & Morin |
1994 |
Naturalness of the interaction in multimodal applications |
|
Conference paper |
ICSLP |
|
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en |
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false |
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✘ |
system |
dialogue |
task |
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PARTNER |
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✘ |
|
✘ |
|
155 |
Kalaydjiev |
2001 |
An intelligent pedagogical agent in CALL |
|
Conference paper |
UM |
Pedagogical agents |
|
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✔ |
en |
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|
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L2 |
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✘ |
system |
item |
scaffolding |
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|
System description |
0 |
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|
✘ |
pedagogical agent |
156 |
Kerly et al |
2008 |
CALMsystem: A conversational agent for learner modelling |
|
Journal article |
Knowledge-Based Systems |
|
|
✔ |
✔ |
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en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
|
dialogue |
|
|
CALMsystem |
|
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|
Effectiveness study |
30 |
|
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|
✘ |
conversational agent |
157 |
Kerly et al |
2007 |
Bringing chatbots into education: Towards natural language negotiation of open learner models |
|
Journal article |
Knowledge-Based Systems |
|
|
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en |
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false |
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dialogue |
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chatbot |
158 |
Kerly et al |
2009 |
Conversational agents in e-learning |
|
Conference paper |
AI |
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en |
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false |
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dialogue |
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|
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conversational agent |
159 |
Kim (Y.) |
2013 |
Digital peers to help children's text comprehension and perceptions |
|
Journal article |
Educational Technology & Society |
Pedagogical agents |
|
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✔ |
en |
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|
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L1 |
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system |
item |
task |
|
ART |
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Effectiveness study |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
160 |
Knott & Vlugter |
2008 |
Multi-agent human-machine dialogue: issues in dialogue management and referring expression semantics |
|
Journal article |
Artificial Intelligence |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
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L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
Effectiveness study |
108 |
|
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
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✔ |
✘ |
✘ |
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✘ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
human-machine dialogue |
161 |
Ko |
2010 |
The effects of pedagogical agents on listening anxiety and listening comprehension in an english as a foreign language context |
|
Dissertation |
|
Pedagogical agents |
|
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en |
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L2 |
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system |
dialogue |
scaffolding |
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Effectiveness study |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
162 |
Ko |
2012 |
An investigation of the effects of pedagogical agents on listening anxiety and listening comprehension |
|
Journal article |
Journal of the Korea English Education Society |
Pedagogical agents |
|
✘ |
✘ |
✔ |
kr |
✔ |
|
✘ |
✘ |
✘ |
✘ |
L2 |
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✘ |
system |
dialogue |
scaffolding |
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|
Effectiveness study |
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✘ |
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✘ |
✔ |
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✘ |
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✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
163 |
Kondo et al |
2005 |
Detection and grammaticality judgment of forms in a language education system oriented for focus on form |
|
Conference paper |
|
|
|
✘ |
✘ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
L2 |
✔ |
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✘ |
human |
item |
|
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0 |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
164 |
Lee (S.) et al |
2010 |
Example-based dialog system for English conversation tutoring |
|
Journal article |
Journal of KIISE : Software and Applications |
|
|
✘ |
✘ |
✔ |
en |
✔ |
|
✘ |
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✘ |
✘ |
L2 |
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✘ |
system |
item |
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|
System description |
0 |
|
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✘ |
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✘ |
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
165 |
Macedonia et al |
2014 |
Intelligent virtual agents as language trainers facilitate multilingualism |
|
Journal article |
Frontiers in Psychology |
|
|
✔ |
✔ |
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en |
✔ |
|
✔ |
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L2 |
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✘ |
system |
item |
scaffolding |
|
Billie |
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Effectiveness study |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent virtual agent |
166 |
Massaro |
2006 |
Embodied agents in language learning for children with language challenges |
|
Conference paper |
|
|
|
✔ |
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en |
✔ |
|
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L2 |
✔ |
|
✘ |
system |
dialogue |
scaffolding |
|
Baldi |
|
|
|
Observational study |
9 |
|
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|
✘ |
✔ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied agent |
167 |
Massaro et al |
2006 |
A multilingual embodied conversational agent for tutoring speech and language learning |
|
Conference paper |
INTERSPEECH |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
Baldi |
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✘ |
✘ |
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✘ |
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✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied conversational agent |
168 |
Omar & Rias |
2013 |
Animated pedagogical agents to teach kindergarteners selected English vocabulary |
|
Conference paper |
BEIAC |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
scaffolding |
|
|
|
|
|
Effectiveness study |
40 |
|
|
|
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|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
169 |
Repetto |
2014 |
The use of virtual reality for language investigation and learning |
|
Journal article |
Frontiers in Psychology |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
item |
task |
|
|
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|
|
Review |
0 |
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
170 |
Robin |
2007 |
Commentary: Learner-based listening and technological authenticity |
|
Journal article |
Language Learning & Technology |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
human |
dialogue |
task |
|
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
171 |
Rypa & Feuerman |
1995 |
CALLE: an exploratory environment for foreign language learning |
|
Book chapter |
|
|
|
✔ |
✔ |
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en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
item |
scaffolding |
|
CALLE |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
172 |
Saerbeck et al |
2010 |
Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor |
|
Conference paper |
CHI |
|
|
✔ |
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✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
scaffolding |
|
iCat/RIBML |
|
|
|
Effectiveness study |
16 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
173 |
Sugiura et al |
2009 |
Bayesian learning of confidence measure function for generation of utterances and motions in object manipulation dialogue task |
|
Conference paper |
INTERSPEECH |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
system |
dialogue |
task |
|
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✘ |
✘ |
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✘ |
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|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
174 |
Tegos et al |
2013 |
MentorChat: a teacher-configurable conversational agent that promotes students’ productive talk |
|
Book chapter |
Scaling up Learning for Sustained Impact |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
false |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
MentorChat |
|
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|
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
175 |
Tegos et al |
2014 |
Conversational agents for learning: how the agent role affects student talk |
|
Book chapter |
|
|
|
✔ |
✔ |
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en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
false |
✔ |
|
✘ |
human+system |
dialogue |
task |
|
MentorChat |
|
|
|
Effectiveness study |
17 |
|
|
|
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|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
176 |
Tegos et al |
2014 |
Conversational agent to promote students' productive talk: The effect of solicited vs. unsolicited agent intervention |
|
Conference paper |
ICALT |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
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✘ |
|
dialogue |
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✘ |
✘ |
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✘ |
✘ |
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✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
|
✘ |
|
177 |
Tewari et al |
2012 |
An analysis of the dialogic complexities in designing a question/answering based conversational agent for preschoolers |
10.1007/978-3-642-33197-8_4 |
Conference paper |
IVA |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L1 |
✔ |
|
✘ |
system |
dialogue |
task |
|
0 |
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|
Review |
0 |
|
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
178 |
Tewari et al |
2013 |
A question-answering agent using speech driven non-linear machinima |
|
Conference paper |
IVA |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L1 |
✔ |
|
✘ |
system |
dialogue |
task |
|
Spot |
|
|
|
Technical evaluation |
|
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
question-answering agent |
179 |
Theodoridou |
2009 |
Learning with Laura: Investigating the effects of a pedagogical agent on Spanish lexical acquisition |
|
Dissertation |
|
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
Laura |
|
|
|
|
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
180 |
Theodoridou |
2011 |
Learning Spanish with Laura: The Effects of a Pedagogical Agent |
10.1080/09523987.2011.632280 |
Journal article |
Educational Media International |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
Laura |
|
|
|
|
47 |
|
|
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|
|
|
|
✔ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
181 |
Vaassen et al |
2012 |
deLearyous: training interpersonal communication skills using unconstrained text input |
|
Conference paper |
ECGBL |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L1 |
✔ |
|
✘ |
system |
dialogue |
task |
|
|
|
|
|
System description |
0 |
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
182 |
van Rosmalen et al |
2012 |
Towards a game-chatbot: Extending the interaction in serious games |
|
Conference paper |
ECGBL |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
|
dialogue |
|
|
Emergo |
|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
183 |
Wang (N.) |
2008 |
The politeness effect: Pedagogical agents and learning outcomes |
|
Dissertation |
|
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
|
|
|
|
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|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
184 |
Wang (N.) et al |
2005 |
Experimental evaluation of polite interaction tactics for pedagogical agents |
|
Conference paper |
IUI |
Pedagogical agents |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
|
dialogue |
|
|
|
|
|
|
Effectiveness study |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
185 |
Wu et al |
2013 |
Assessing cultural awareness and linguistic competency of EFL learners in a CMC-based active learning context |
|
Journal article |
System |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
human |
dialogue |
|
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
186 |
Zhang |
2010 |
Affect sensing in an affective interactive e-theatre for autistic children |
|
Conference paper |
NLP-KE |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✘ |
✘ |
✘ |
false |
✔ |
|
✘ |
|
dialogue |
|
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|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
187 |
Zue et al |
1996 |
Multilingual human-computer interactions: from information access to language learning |
|
Conference paper |
ICSLP |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Language Tutor |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational system |
188 |
Holden & Sykes |
2011 |
Leveraging mobile games for place-based language learning |
|
Journal article |
International Journal of Game-Based Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Mentira |
Narrative |
Branching |
|
Observational study |
68 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
language learning game |
189 |
Kwon et al |
2015 |
GenieTutor: a computer assisted second-language learning system based on spoken language understanding |
|
Conference paper |
IWSDS |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
GenieTutor |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
computer assisted second- language learning system using spoken dialog processing technology |
190 |
Kosek & Lison |
2014 |
An intelligent tutoring system for learning Chinese with a cognitive model of the learner |
|
Conference paper |
EUROCALL |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
item |
task |
|
[Kosek] |
|
|
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
191 |
Strik et al |
2009 |
Developing a CALL System for Practicing Oral Proficiency: How to Design for Speech Technology, Pedagogy and Learners |
|
Conference paper |
SLaTE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DISCO |
Form-focused |
Elicited |
|
Observational study |
9 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
192 |
Strik et al |
2012 |
The DISCO ASR-based CALL system: practicing L2 oral skills and beyond. |
|
Conference paper |
LREC |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DISCO |
Form-focused |
Elicited |
|
Survey study |
23 |
A2 |
mixed |
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
ASR-based CALL |
193 |
Chatterjee & Meijer |
2005 |
DeMeCoT, the Delftse Methode Conversation Trainer |
|
Conference paper |
ACH/ALLC |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DeMeCoT |
Reactive |
Free |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
194 |
Chiu et al |
2007 |
A study of web-based oral activities enhanced by Automatic Speech Recognition for EFL college learning |
|
Journal article |
Computer Assisted Language Learning |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CandleTalk |
Form-focused |
Elicited |
|
Effectiveness study |
49 |
mixed |
nl |
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
ASR-based CALL |
195 |
Ayedoun et al |
2015 |
A conversational agent to encourage willingness to communicate in the context of English as a foreign language |
|
Conference paper |
KES |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Ayedoun] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
5 |
mixed |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
196 |
Wedenborn et al |
2016 |
The effect of a physical robot on vocabulary learning |
|
Conference paper |
IWSDS |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
scaffolding |
|
[Wedenborn] |
|
|
|
Effectiveness study |
15 |
A0 |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
197 |
Johnson & Valente |
2009 |
Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures |
|
Journal article |
AI Magazine |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
A0 |
|
military |
18+ |
|
|
|
✔ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
198 |
Lee (V.) |
2004 |
LanguageLand: a multimodal conversational spoken language learning system |
|
Master thesis |
|
SDS/CA |
|
✘ |
✔ |
✔ |
en |
✘ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
LanguageLand |
|
|
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
199 |
Johnson et al |
2004 |
The DARWARS tactical language training system |
|
Conference paper |
I/ITSEC |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
military |
18+ |
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
200 |
Johnson et al |
2004 |
Tactical language training system: Supporting the rapid acquisition of foreign language and cultural skills |
|
Conference paper |
InSTIL/ICALL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
military |
18+ |
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
201 |
Johnson & Wu |
2008 |
Assessing aptitude for learning with a serious game for foreign language and culture |
|
Conference paper |
ITS |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Observational study |
49 |
mixed |
|
military |
18+ |
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
202 |
Johnson & Beal |
2005 |
Iterative evaluation of a large-scale, intelligent game for language learning |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Observational study |
6 |
mixed |
|
military |
18+ |
|
|
|
✔ |
✘ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
203 |
Johnson |
2009 |
A simulation-based approach to training operational cultural competence |
|
Conference paper |
ITS |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
military |
18+ |
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
204 |
Beal et al |
2005 |
Individualized feedback and simulation-based practice in the Tactical Language Training System: an experimental evaluation |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
21 |
A0 |
|
military |
18+ |
|
|
|
✔ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
205 |
Wang (C.) & Seneff |
2007 |
A spoken translation game for second language learning |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Let's Translate |
Form-focused |
Form-focused exercises |
|
Survey study |
12 |
mixed |
mixed |
laboratory |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken translation game |
206 |
Hamburger et al |
1993 |
Structuring two-medium dialog for learning language and other things |
|
Conference paper |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
207 |
Kramsch et al |
1985 |
An overview of the MIT Athena language learning project |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
LINGO |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
208 |
Morton et al |
2011 |
Attitudes to subtitle duration and the effect on user responses in speech interactive foreign language learning |
|
Journal article |
Journal of Multimedia |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPELL |
Goal-oriented |
Contextualized |
|
Survey study |
41 |
|
|
high school |
14-15 |
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
209 |
Wang (Y.F.) et al |
2017 |
VILLAGE-Virtual Immersive Language Learning and Gaming Environment: Immersion and presence: Virtual immersive language learning and gaming environment |
10.1111/bjet.12388 |
Journal article |
British Journal of Educational Technology |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
VILLAGE |
Goal-oriented |
Contextualized |
|
Survey study |
80 |
mixed |
|
language school |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual world |
210 |
Lech & De Smedt |
2006 |
Dreistadt: A language enabled MOO for language learning |
|
Conference paper |
ECAI |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Dreistadt |
Goal-oriented |
Form-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
MOO |
211 |
Sydorenko |
2015 |
The use of computer-delivered structured tasks in pragmatic instruction: An exploratory study |
|
Journal article |
Intercultural Pragmatics |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SimCon |
Goal-oriented |
Contextualized |
|
Observational study |
33 |
A2 |
|
university |
18+ |
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
computer-delivered structured tasks |
212 |
Lau |
2003 |
SLLS: An Online Conversational Spoken Language Leaming System |
|
Master thesis |
|
SDS/CA |
|
✘ |
✔ |
✔ |
en |
✘ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
SLLS |
|
|
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
213 |
Baur et al |
2015 |
What motivates students to use online CALL systems? A case study |
|
Conference paper |
INTED |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
49 |
|
|
high school |
13-17 |
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech-enable CALL game |
214 |
Pollard & Yazdani |
1993 |
A multilingual multimedia restaurant scenario |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
scaffolding |
|
Restaurant |
|
|
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
215 |
Ayedoun et al |
2016 |
Web-services based conversational agent to encourage willingness to communicate in the EFL context |
10.1016/j.procs.2015.08.219 |
Journal article |
Journal of Information and Systems in Education |
Chatbots |
|
✘ |
✔ |
✘ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
dialogue |
task |
|
[Ayedoun] |
Goal-oriented |
Contextualized |
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
216 |
Coniam |
2004 |
Using language engineering programs to raise awareness of future CALL potential |
|
Journal article |
Computer Assisted Language Learning |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Dave ESL |
Reactive |
Free |
|
Review |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chat bot |
217 |
Meron et al |
2007 |
Improving the authoring of foreign language interactive lessons in the tactical language training system. |
|
Conference paper |
SLaTE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive lessons |
218 |
Johnson |
2010 |
Using immersive simulations to develop intercultural competence |
|
Book chapter |
|
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
immersive simulation |
219 |
Lelouche |
2008 |
How the PILÉFACE system, dealing with pragmatics, takes cultural factors into account |
|
Conference paper |
ITS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
PILÉFACE |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
220 |
Vlugter et al |
2004 |
A human-machine dialogue system for CALL |
|
Conference paper |
InSTIL/ICALL |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system for CALL |
221 |
Vlugter et al |
2006 |
Error correction using utterance disambiguation techniques |
|
Conference paper |
ALTW |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
CALL dialogue |
222 |
Vlugter & Knott |
2006 |
A multi-speaker dialogue system for computer-aided language learning |
|
Conference paper |
SemDial |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
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|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
System description |
|
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|
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✘ |
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✘ |
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✘ |
✘ |
✘ |
|
✘ |
dialogue system for CALL |
223 |
Price (P.) & Rypa |
1998 |
Speech technology and language learning: Some examples from VILTS, the Voice Interactive Language Training System |
|
Conference paper |
AATOLL |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
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|
✔ |
system |
dialogue |
task |
|
VILTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
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|
|
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|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
voice-interactive CALL |
224 |
Eskenazi & Hansma |
1998 |
The Fluency pronunciation trainer |
|
Conference paper |
STiLL |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fluency |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
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|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
225 |
Eskenazi et al |
1999 |
User adaptation in the Fluency pronunciation trainer |
|
Conference paper |
EUROSPEECH |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fluency |
Form-focused |
Elicited |
|
System description |
|
|
|
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|
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|
✘ |
✘ |
|
✘ |
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✘ |
✘ |
|
✘ |
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
226 |
Eskenazi et al |
2000 |
The Fluency pronunciation trainer: update and user issues |
|
Conference paper |
InSTIL/ICALL |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fluency |
Form-focused |
Elicited |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
227 |
Eskenazi |
1999 |
Using automatic speech processing for foreign language pronunciation tutoring: Some issues and a prototype |
|
Conference paper |
Language Learning & Technology |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fluency |
Form-focused |
Elicited |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
228 |
Yu et al |
2016 |
User-centred design for Chinese-oriented spoken english learning system |
|
Journal article |
Computer Assisted Language Learning |
|
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
dialogue |
task |
|
|
|
|
|
Survey study |
|
|
|
university |
|
|
|
|
✘ |
✘ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
oral skills development system |
229 |
Tsai |
2006 |
Bridging pedagogy and technology: User evaluation of pronunciation oriented CALL software |
|
Journal article |
Australasian Journal of Educational Technology |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
My ET |
|
|
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
230 |
Tsai |
2015 |
Computer-assisted pronunciation learning in a collaborative context: a case study in Taiwan |
|
Journal article |
Turkish Online Journal of Educational Technology |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
My ET |
|
|
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
231 |
Chen |
2004 |
Automatic speech recognition and oral proficiency assessment |
|
Conference paper |
ICEIA |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✘ |
system |
item |
task |
|
My ET |
|
|
|
Technical evaluation |
88 |
|
zh |
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
232 |
Lee (S.) et al |
2011 |
Grammatical error simulation for computer-assisted language learning |
10.1016/j.knosys.2011.03.008 |
Journal article |
Knowledge-Based Systems |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
233 |
Basiron |
2008 |
Corrective feedback in dialogue-based computer assisted language learning |
|
Conference paper |
NZCSRSC |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
234 |
Goda et al |
2014 |
Conversation with a chatbot before an online EFL group discussion and the effects on critical thinking |
|
Journal article |
Journal of Information and Systems in Education |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Eliza (adapted version) |
Reactive |
Free |
|
Effectiveness study |
67 |
|
jp |
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
chatbot |
235 |
Dejos et al |
2016 |
CALL-SLT: a first experiment in a real FFL training for employees of French companies |
|
Conference paper |
ICT for Language Learning |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Observational study |
10 |
A2 |
mixed |
language school |
18+ |
10 |
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
virtual dialogue |
236 |
Rayner & Tsourakis |
2013 |
Methodological issues in evaluating a spoken CALL game: Can crowdsourcing help us perform controlled experiments? |
|
Conference paper |
SLaTE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
130 |
mixed |
mixed |
laboratory |
18+ |
1 |
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken CALL game |
237 |
Fuchs et al |
2012 |
A scalable architecture for web deployment of spoken dialogue systems |
|
Conference paper |
LREC |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✘ |
✔ |
✔ |
✔ |
L2 |
✘ |
|
✘ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
238 |
Rayner et al |
2012 |
CALL-SLT: A Spoken CALL System based on grammar and speech recognition |
|
Journal article |
Linguistic Issues in Language Technology |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
24 |
A1 |
mixed |
laboratory |
18+ |
1 |
1 |
|
✘ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
spoken CALL system |
239 |
Rayner et al |
2015 |
Supervised learning of response grammars in a spoken CALL system |
|
Conference paper |
SLaTE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
240 |
Rayner et al |
2014 |
CALL-SLT lite: A minimal framework for building interactive speech-enabled CALL applications |
|
Conference paper |
WOCCI |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
241 |
Tsourakis et al |
2014 |
Formative feedback in an interactive spoken CALL system |
|
Conference paper |
WOCCI |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Survey study |
39 |
mixed |
de |
high school |
13-17 |
4 |
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive spoken CALL |
242 |
Baur et al |
2014 |
Crafting interesting dialogues in an interactive spoken CALL system |
|
Conference paper |
EDULEARN |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
243 |
Baur et al |
2013 |
A textbook-based serious game for practising spoken language |
|
Conference paper |
ICERI |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Observational study |
0 |
A1 |
de |
middle school |
9-13 |
1 |
2 |
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
serious game |
244 |
Rayner et al |
2015 |
Build your own speech-enabled online CALL course, no experience required |
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Conference paper |
INTED |
CAPT |
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✔ |
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✔ |
en |
✔ |
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✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
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✔ |
system |
dialogue |
task |
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CALL-SLT |
Form-focused |
Meaning-constrained |
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System description |
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245 |
Bouillon et al |
2011 |
A student-centered evaluation of a web-based spoken translation game |
|
Conference paper |
SLaTE |
CAPT |
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en |
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L2 |
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system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
10 |
B1 |
zh |
university |
18+ |
1 |
3 |
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spoken translation game |
246 |
Arispe |
2014 |
What’s in a bot? L2 lexical development mediated through ICALL |
10.4236/ojml.2014.41013 |
Journal article |
Open Journal of Modern Linguistics |
ICALL |
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en |
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L2 |
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system |
dialogue |
scaffolding |
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Langbot |
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Effectiveness study |
142 |
mixed |
en |
university |
18+ |
10 |
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✔ |
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✘ |
✔ |
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