1 |
Abu Shawar & Atwell |
2007 |
Fostering language learner autonomy via adaptive conversation tutors |
|
Conference paper |
CL |
Chatbots |
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✔ |
en |
✔ |
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L2 |
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system |
dialogue |
task |
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0 |
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0 |
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chatbot |
2 |
Ai et al |
2014 |
Sprinter: language technologies for interactive and multimedia language learning |
|
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 |
3 |
Amoia et al |
2012 |
A serious game for second language acquisition in a virtual environment |
|
Journal article |
Journal on Systemics, Cybernetics and Informatics |
SDS/CA |
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en |
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L2 |
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system |
dialogue |
task |
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IFLEG-free, IFLEG-guided |
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Observational study |
10 |
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intelligent tutoring system |
4 |
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 |
5 |
Atwell et al |
2000 |
User-guided system development in Interactive Spoken Language Education |
|
Journal article |
Natural Language Engineering |
CAPT |
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en |
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L2 |
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system |
dialogue |
task |
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ISLE |
Form-focused |
Elicited |
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System description |
0 |
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interactive spoken language education |
6 |
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 |
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en |
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L2 |
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system |
dialogue |
task |
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[Ayedoun] |
Goal-oriented |
Contextualized |
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Effectiveness study |
5 |
mixed |
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university |
18+ |
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conversational agent |
7 |
Basiron |
2008 |
Corrective feedback in dialogue-based computer assisted language learning |
|
Conference paper |
NZCSRSC |
ICALL |
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en |
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L2 |
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system |
dialogue |
task |
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0 |
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Review |
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dialogue-based CALL |
8 |
Baur et al |
2013 |
A textbook-based serious game for practising spoken language |
|
Conference paper |
ICERI |
CAPT |
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✔ |
✔ |
en |
✔ |
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✔ |
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✔ |
L2 |
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✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Observational study |
0 |
A1 |
de |
middle school |
9-13 |
1 |
2 |
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serious game |
9 |
Baur et al |
2014 |
Crafting interesting dialogues in an interactive spoken CALL system |
|
Conference paper |
EDULEARN |
CAPT |
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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 |
|
System description |
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10 |
Baur et al |
2015 |
What motivates students to use online CALL systems? A case study |
|
Conference paper |
INTED |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
49 |
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high school |
13-17 |
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|
✘ |
speech-enable CALL game |
11 |
Beal et al |
2005 |
Individualized feedback and simulation-based practice in the Tactical Language Training System: an experimental evaluation |
|
Conference paper |
AIED |
SDS/CA |
|
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✔ |
✔ |
en |
✔ |
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L2 |
✔ |
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✔ |
system |
dialogue |
task |
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TLCTS |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
21 |
A0 |
|
military |
18+ |
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✘ |
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12 |
Bernstein et al |
1999 |
Subarashii: Encounters in Japanese spoken language education |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Subarashii |
Form-focused |
Meaning-constrained |
|
System description |
0 |
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|
✘ |
interactive spoken language education |
13 |
Bouillon et al |
2011 |
A student-centered evaluation of a web-based spoken translation game |
|
Conference paper |
SLaTE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
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✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
10 |
B1 |
zh |
university |
18+ |
1 |
3 |
|
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✔ |
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✔ |
✘ |
✘ |
✘ |
|
✔ |
spoken translation game |
14 |
Boylan & Micarelli |
1998 |
Learning languages as “culture” with CALL |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Conversation Rebuilding |
Form-focused |
Elicited |
|
System description |
0 |
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|
✘ |
conversation rebuilding |
15 |
Brusk et al |
2007 |
DEAL: Dialogue management in SCXML for believable game characters |
|
Conference paper |
Conf. on Future Play |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DEAL |
Goal-oriented |
Contextualized |
|
System description |
0 |
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|
✘ |
dialogue system |
16 |
Cabral et al |
2014 |
MILLA Multimodal Interactive Language Learning Agent |
- |
Conference paper |
ENTERFACE |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
MILLA |
Reactive |
Free |
|
System description |
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|
✘ |
spoken dialogue |
17 |
Cabral et al |
2014 |
MILLA Multimodal Interactive Language Learning Agent |
- |
Conference paper |
SemDial |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
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✔ |
system |
dialogue |
task |
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MILLA |
Reactive |
Free |
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System description |
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|
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spoken dialogue |
18 |
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 |
✔ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
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Review |
0 |
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|
✘ |
dialogue system |
19 |
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 |
✔ |
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✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Chang] |
Goal-oriented |
Contextualized |
|
System description |
0 |
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✘ |
✘ |
✘ |
|
✘ |
robot-assisted language learning |
20 |
Chatterjee & Meijer |
2005 |
DeMeCoT, the Delftse Methode Conversation Trainer |
|
Conference paper |
ACH/ALLC |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DeMeCoT |
Reactive |
Free |
|
System description |
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✘ |
✘ |
✘ |
|
✘ |
chatbot |
21 |
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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✔ |
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✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
22 |
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 |
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✔ |
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✘ |
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✔ |
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✘ |
✘ |
|
✘ |
dialogue system |
23 |
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 |
24 |
Cho & Lee |
2009 |
A fully-automated computer-assisted language learning courseware for beginner-level Korean language learners |
|
Conference paper |
WSEAS |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Cho] |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
fully-automated CALL courseware |
25 |
Choi et al |
2016 |
Using a dialogue system based on dialogue maps for computer assisted second language learning |
10.14705/rpnet.2016.eurocall2016.546 |
Conference paper |
EUROCALL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
GenieTutor |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
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✘ |
|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
26 |
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 |
27 |
Coniam |
2008 |
Evaluating the language resources of chatbots for their potential in English as a second language |
10.1017/S0958344008000815 |
Journal article |
ReCALL |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Cybelle, Dave ESL, Jabberwacky, Jenny, Lucy |
Reactive |
|
|
Technical evaluation |
|
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
28 |
Coniam |
2014 |
The linguistic accuracy of chatbots: usability from an ESL perspective |
10.1515/text-2014-0018 |
Journal article |
Text & Talk |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Dave ESL, Elbot, Eugene Goostman, Jabberwacky, Julie Tinkerbell |
Reactive |
|
|
Technical evaluation |
1 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
29 |
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 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
|
30 |
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 |
31 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
game |
32 |
Danilava |
2013 |
Artificial conversational companions |
|
Conference paper |
AAAI |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Artificial Conversational Companion |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational companion |
33 |
Danilava et al |
2013 |
Towards computational models for a long-term interaction with an artificial conversational companion |
|
Conference paper |
AAAI |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Artificial Conversational Companion |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational companion |
34 |
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 |
35 |
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 |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
36 |
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 |
37 |
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 |
38 |
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 |
39 |
Ehsani et al |
1997 |
Subarashii: Japanese interactive spoken language education |
|
Conference paper |
EUROSPEECH |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Subarashii |
Form-focused |
Meaning-constrained |
|
Survey study |
34 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
interactive spoken language education |
40 |
Ehsani et al |
2000 |
An interactive dialog system for learning Japanese |
10.1016/S0167-6393(99)00042-4 |
Journal article |
Speech Communication |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Subarashii |
Form-focused |
Meaning-constrained |
|
Survey study |
47 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
41 |
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 |
42 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
43 |
Engwall et al |
2006 |
Designing the user interface of the computer-based speech training system ARTUR based on early user tests |
10.1080/01449290600636702 |
Journal article |
Behaviour & Information Technology |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ARTUR |
Form-focused |
Form-focused exercises |
|
Observational study |
6 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech training system |
44 |
Eskenazi & Hansma |
1998 |
The Fluency pronunciation trainer |
|
Conference paper |
STiLL |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Fluency |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
45 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
46 |
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 |
Goal-oriented |
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
47 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation trainer |
48 |
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 |
49 |
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 |
50 |
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 |
51 |
Fryer & Nakao |
2009 |
Assessing chatbots for EFL learner use |
|
Conference paper |
JALT |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Jabberwacky |
Reactive |
Free |
|
Observational study |
36 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
52 |
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 |
53 |
Gardent et al |
2013 |
Weakly and strongly constrained dialogues for language learning |
- |
Conference paper |
SIGDIAL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
IFLEG-free, IFLEG-guided |
|
|
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
54 |
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 |
55 |
Hamburger & Hashim |
1992 |
Foreign language tutoring and learning environment |
|
Book chapter |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
immersion-style language tutoring |
56 |
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 |
57 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
58 |
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 |
59 |
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 |
60 |
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 |
61 |
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 |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
IVELL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
10 |
B1 |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied conversational agent |
62 |
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 |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
IVELL |
Goal-oriented |
Contextualized |
|
Effectiveness study |
10 |
B1 |
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
|
✔ |
intelligent virtual environment |
63 |
Hjalmarsson et al |
2007 |
Dealing with DEAL: a dialogue system for conversation training |
|
Conference paper |
SIGDIAL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DEAL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
64 |
Höhn |
2015 |
Dealing with trouble: A data-driven model of a repair type for a conversational agent |
- |
Conference paper |
AAAI |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Hohn] |
Reactive |
Free |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
65 |
Höhn |
2016 |
Data-driven repair models for text chat with language learners |
|
Dissertation |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Hohn] |
Reactive |
Free |
|
|
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
communicative intelligent CALL |
66 |
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 |
67 |
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 |
68 |
Huang (Y.T.) et al |
2008 |
An English dialogue companion system for supporting conversation practice |
- |
Conference paper |
ICCE |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
EDC |
Reactive |
Free |
|
Effectiveness study |
66 |
|
zh |
primary school |
|
5 |
3 |
|
✔ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
69 |
Jehle |
1987 |
A free-form dialog program in Spanish |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SPANLAP |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue program |
70 |
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 |
71 |
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 |
72 |
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 |
73 |
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 |
74 |
Jia |
2004 |
CSIEC (computer simulator in educational communication): a virtual context-adaptive chatting partner for foreign language learners |
|
Conference paper |
ICALT |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual chatting partner |
75 |
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 |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
76 |
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 |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CSIEC |
Reactive |
Free |
|
Observational study |
1783 |
|
|
high school |
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
77 |
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 |
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
dialogue system |
78 |
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 |
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
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✔ |
✘ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✔ |
|
✔ |
dialogue simulation |
79 |
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+ |
|
|
|
✔ |
✘ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
✔ |
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✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
80 |
Johnson & Sagae |
2010 |
Adaptive agents for promoting intercultural skills |
- |
Conference paper |
CEIJR |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
✘ |
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✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pedagogic conversational agent |
81 |
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+ |
|
|
|
✔ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
82 |
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+ |
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
83 |
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 |
84 |
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+ |
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
85 |
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 |
|
|
|
|
|
|
|
|
✘ |
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|
✘ |
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
immersive simulation |
86 |
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+ |
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
87 |
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 |
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|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
military |
18+ |
|
|
|
✘ |
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|
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
88 |
Johnson et al |
2005 |
Serious games for language learning: how much game, how much AI? |
|
Conference paper |
AIED |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
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✔ |
✔ |
L2 |
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|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
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|
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|
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✘ |
|
✘ |
game |
89 |
Johnson et al |
2010 |
Expecting the unexpected: Warehousing and analyzing data from ITS field use |
10.1007/978-3-642-13437-1_68 |
Conference paper |
Lecture Notes in Computer Science |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TLCTS |
Form-focused |
Meaning-constrained |
|
Observational study |
45 |
|
en |
military |
18+ |
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
intelligent tutoring system |
90 |
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 |
91 |
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 |
92 |
Kim (N.Y.) |
2016 |
Effects of Voice Chat on EFL Learners’ Speaking Ability according to Proficiency Levels |
10.15702/mall.2016.19.4.63 |
Journal article |
Multimedia-Assisted Language Learning |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Indigo |
Reactive |
Free |
|
Effectiveness study |
|
mixed |
kr |
university |
18+ |
16 |
3 |
|
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
chatbot |
93 |
Knott & Vlugter |
2008 |
Multi-agent human-machine dialogue: issues in dialogue management and referring expression semantics |
|
Journal article |
Artificial Intelligence |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
Effectiveness study |
108 |
|
|
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
human-machine dialogue |
94 |
Kondo et al |
2009 |
Error judgment in a language education system oriented for focus on form |
- |
Conference paper |
ICCE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
JDT |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
95 |
Kondo et al |
2010 |
Form-wise error detection in a FonF-based language education system |
- |
Conference paper |
ICCE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
JDT |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
96 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
97 |
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 |
98 |
Kuwa et al |
2016 |
Classification of utterance acceptability based on BLEU Scores for dialogue-based CALL systems |
10.1007/978-3-319-45510-5_58 |
Conference paper |
TSD |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Nagai] |
Form-focused |
Meaning-constrained |
|
Technical evaluation |
|
|
jp |
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
99 |
Kweon (O.P.) et al |
2004 |
A Japanese dialogue-based CALL system with mispronunciation and grammar error detection |
|
Conference paper |
ICSLP |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Kweon] |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
kr |
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
100 |
Kweon (O.P.) et al |
2005 |
A grammatical error detection method for dialogue-based CALL system |
10.5715/jnlp.12.4_137 |
Journal article |
Journal of Natural Language Processing |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Kweon] |
Goal-oriented |
Contextualized |
|
Technical evaluation |
13 |
mixed |
kr |
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
101 |
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 |
102 |
Kwon et al |
2016 |
Task-oriented spoken dialog system for second-language learning |
10.14705/rpnet.2016.eurocall2016.568 |
Conference paper |
EUROCALL |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
GenieTutor |
Form-focused |
Meaning-constrained |
|
Survey study |
|
|
kr |
university |
|
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
103 |
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 |
104 |
Lee (J.) & Seneff |
2006 |
Automatic grammar correction for second-language learners |
|
Conference paper |
INTERSPEECH |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
4 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
105 |
Lee (S.) et al |
2010 |
Intention-based corrective feedback generation using context-aware model |
|
Conference paper |
CSEDU |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
106 |
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 |
Goal-oriented |
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
robot-assisted language learning |
107 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
108 |
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 |
Goal-oriented |
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
robot-assisted language learning |
109 |
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 |
110 |
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 |
Goal-oriented |
|
|
Effectiveness study |
21 |
A1 |
|
primary school |
6-11 |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✔ |
✘ |
|
✔ |
spoken dialogue system |
111 |
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 |
112 |
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 |
113 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
114 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
115 |
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 |
116 |
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 |
117 |
Menzel et al |
2001 |
Interactive pronunciation training |
10.1017/S0958344001000714 |
Journal article |
ReCALL |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
ISLE |
Form-focused |
Elicited |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✔ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
pronunciation training environment |
118 |
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 |
119 |
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 |
120 |
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 |
121 |
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 |
122 |
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 |
123 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
virtual agent |
124 |
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 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
125 |
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 |
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
126 |
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 |
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✔ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
127 |
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 |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
128 |
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 |
129 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
communication-based language learning |
130 |
Nagai et al |
2012 |
Sentence classification with grammatical errors and those out of scope of grammar assumption for dialogue-based CALL systems |
10.1007/978-3-642-32790-2_75 |
Conference paper |
TSD |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Nagai] |
Form-focused |
Meaning-constrained |
|
Technical evaluation |
14 |
|
jp |
university |
18+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
131 |
Noh et al |
2010 |
Script-description pair extraction from text documents of english as second language podcast |
|
Conference paper |
CSEDU |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
132 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
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|
✘ |
game |
133 |
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 |
✔ |
|
✔ |
✔ |
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L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
POMY |
Goal-oriented |
Contextualized |
|
Effectiveness study |
40 |
|
|
|
|
|
|
|
✘ |
✔ |
|
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✘ |
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✘ |
|
✔ |
dialogue-based CALL |
134 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
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|
✘ |
chatterbot |
135 |
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 |
|
|
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|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
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✘ |
|
✘ |
dialogue simulation |
136 |
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 |
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✔ |
✔ |
|
✘ |
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✘ |
✘ |
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✘ |
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✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
computer-guided interaction |
137 |
Powers et al |
2008 |
Language teaching in a mixed reality games environment |
10.1145/1389586.1389668 |
Conference paper |
PETRA |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
PETA |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
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✘ |
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|
✘ |
conversational agent |
138 |
Powers et al |
2008 |
PETA - A pedagogical embodied teaching agent |
10.1145/1389586.1389658 |
Conference paper |
PETRA |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
PETA |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational agent |
139 |
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 |
✔ |
|
✔ |
system |
dialogue |
task |
|
VILTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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|
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
voice-interactive CALL |
140 |
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 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
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✘ |
✘ |
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✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
141 |
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 |
142 |
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 |
143 |
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 |
144 |
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 |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
145 |
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 |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
146 |
Rayner et al |
2015 |
Build your own speech-enabled online CALL course, no experience required |
|
Conference paper |
INTED |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CALL-SLT |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
147 |
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 |
148 |
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 |
149 |
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 |
150 |
Rosenthal-von der Putten et al |
2016 |
Robots or agents - Neither helps you more or less during second language acquisition experimental study on the effects of embodiment and type of speech output on evaluation and alignment |
10.1007/978-3-319-47665-0_23 |
Conference paper |
IVA |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Rosenthal] |
Form-focused |
Meaning-constrained |
|
Effectiveness study |
130 |
mixed |
mixed |
laboratory |
18+ |
1 |
1 |
|
✘ |
✔ |
|
✘ |
✔ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
|
✔ |
artificial tutor |
151 |
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 |
152 |
Rypa |
1996 |
VILTS: The voice interactive language training system |
|
Conference paper |
CALICO |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
VILTS |
Form-focused |
Meaning-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
voice interactive language training system |
153 |
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 |
154 |
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 |
|
|
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|
|
|
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|
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|
✘ |
game |
155 |
Sano et al |
2011 |
Dialog strategy in a FonF-based language education system: Relative necessity of a form in a task |
- |
Conference paper |
ICCE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
JDT |
Form-focused |
Elicited |
|
System description |
|
|
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|
✘ |
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✘ |
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✘ |
✘ |
|
✘ |
dialogue system |
156 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
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|
✘ |
immersion-style language tutoring |
157 |
Schoelles & Hamburger |
1996 |
Cognitive tools for language pedagogy |
10.1080/0958822960090210 |
Journal article |
Computer Assisted Language Learning |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
FLUENT |
Form-focused |
Meaning-constrained |
|
System description |
|
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational language learning environment |
158 |
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 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
conversational language learning system |
159 |
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 |
|
|
|
|
|
|
|
✘ |
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|
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
160 |
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 |
|
|
|
|
|
|
|
✘ |
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|
✘ |
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✘ |
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|
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
161 |
Seneff et al |
2004 |
Second language acquisition through human computer dialogue |
10.1109/CHINSL.2004.1409656 |
Conference paper |
ISCSLP |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✘ |
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✘ |
|
✘ |
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
162 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
spoken dialogue system |
163 |
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 |
Reactive |
|
|
Survey study |
15 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
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✔ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
164 |
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 |
165 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
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✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
166 |
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 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
|
167 |
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 |
168 |
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 |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✔ |
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✘ |
✘ |
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|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
169 |
Su et al |
2013 |
A recursive dialogue game framework with optimal policy offering personalized computer-assisted language learning |
- |
Conference paper |
INTERSPEECH |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Su] |
Form-focused |
Form-focused exercises |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
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✘ |
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|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
170 |
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 |
|
|
|
|
✘ |
✔ |
|
✔ |
✘ |
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✘ |
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|
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✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
171 |
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+ |
|
|
|
✘ |
✔ |
|
✔ |
✔ |
✘ |
✘ |
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|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
voice-interactive CALL |
172 |
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 |
173 |
Tanghe |
2009 |
The use of chatterbots in the language classroom |
|
Journal article |
STEM Journal |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
0 |
|
|
|
Review |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatterbot |
174 |
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 |
175 |
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 |
176 |
Vlugter & Knott |
2006 |
A multi-speaker dialogue system for computer-aided language learning |
|
Conference paper |
SemDial |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Te Kaitito |
Goal-oriented |
Form-constrained |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
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✘ |
✘ |
|
✘ |
dialogue system for CALL |
177 |
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 |
|
|
|
|
|
|
|
|
✘ |
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|
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system for CALL |
178 |
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 |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
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✘ |
|
✘ |
CALL dialogue |
179 |
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+ |
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
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✔ |
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✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based CALL |
180 |
Wachowicz & Scott |
1999 |
Software that listens: it's not a question of whether, it's a question of how |
|
Journal article |
CALICO Journal |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
TraciTalk |
Form-focused |
Elicited |
|
Review |
|
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
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|
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
speech interactive CALL |
181 |
Walker et al |
2011 |
Using ASR technology in language training for specific purposes: a perspective from Quebec, Canada |
|
Journal article |
CALICO Journal |
CAPT |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Virtual Language Patient |
Form-focused |
Form-focused exercises |
|
Effectiveness study |
5 |
|
|
|
|
|
|
|
✔ |
✔ |
|
✔ |
✘ |
✔ |
✘ |
✘ |
|
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
simulated dialogue |
182 |
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 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✘ |
pedagogical agent |
183 |
Wang (Y.F.) & Petrina |
2013 |
Using learning analytics to understand the design of an intelligent language tutor - Chatbot Lucy |
10.14569/IJACSA.2013.041117 |
Journal article |
International Journal of Advanced Computer Science and Applications |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Lucy |
Reactive |
Free |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
184 |
Wang (C.) & Seneff |
2006 |
High-quality speech-to-speech translation for computer-aided language learning |
- |
Journal article |
ACM Transactions on Speech and Language Processing |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
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|
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✔ |
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✘ |
✘ |
✘ |
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✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
185 |
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 |
186 |
Wang (C.C.) et al |
2007 |
Task-based learning through dialogue management |
|
Conference paper |
ICCE |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wang] |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue system |
187 |
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 |
188 |
Wik & Hjalmarsson |
2009 |
Embodied conversational agents in computer assisted language learning |
10.1016/j.specom.2009.05.006 |
Journal article |
Speech Communication |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DEAL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied conversational agent |
189 |
Wik |
2011 |
The virtual language teacher: Models and applications for language learning using embodied conversational agents |
|
Dissertation |
|
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
DEAL |
Goal-oriented |
Contextualized |
|
System description |
0 |
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
embodied conversational agent |
190 |
Williams & van Compernolle |
2009 |
The chatbot as a peer/tool for learners of French |
|
Book chapter |
|
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Aghate |
Reactive |
Free |
|
Observational study |
104 |
|
|
|
|
|
|
|
✔ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
|
✔ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
chatbot |
191 |
Wilske & Wolska |
2008 |
Role-plays for CALL: System architecture and resources |
|
Conference paper |
ICL |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske1] |
Goal-oriented |
Contextualized |
|
System description |
|
|
|
|
|
|
|
|
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue game |
192 |
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 |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
30 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
dialogue-based CALL |
193 |
Wilske |
2014 |
Form and meaning in dialog-based computer-assisted language learning |
|
Dissertation |
|
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
33 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✔ |
✘ |
✘ |
|
✔ |
dialogue-based CALL |
194 |
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 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
dialogue system |
195 |
Wolska & Wilske |
2010 |
German subordinate clause word order in dialogue-based CALL |
|
Conference paper |
IMCSIT |
ICALL |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Wilske2] |
Goal-oriented |
Contextualized |
|
Effectiveness study |
15 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✘ |
✔ |
✘ |
✘ |
✔ |
✘ |
✘ |
✘ |
|
✔ |
dialogue-based CALL |
196 |
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 |
|
|
|
|
|
|
|
✘ |
✔ |
|
✘ |
✘ |
✔ |
✘ |
✔ |
|
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✘ |
✔ |
✔ |
✔ |
✘ |
✘ |
✘ |
✘ |
✔ |
✘ |
✘ |
|
✔ |
dialogue system |
197 |
Wu (H.C.) & Seneff |
2007 |
Reducing recognition error rate based on context relationships among dialogue turns |
- |
Conference paper |
INTERSPEECH |
SDS/CA |
|
✔ |
✔ |
✔ |
en |
✔ |
|
✔ |
✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
|
|
|
|
|
|
|
|
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spoken dialogue system |
198 |
Xu & Seneff |
2012 |
Improving nonnative speech understanding using context and N-best meaning fusion |
10.1109/ICASSP.2012.6289037 |
Conference paper |
ICASSP |
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en |
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system |
dialogue |
task |
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SCILL |
Goal-oriented |
Contextualized |
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Technical evaluation |
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zh |
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dialogue game |
199 |
Xu |
2012 |
Language technologies in speech-enabled second language learning games: From reading to dialogue |
|
Dissertation |
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SDS/CA |
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en |
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L2 |
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system |
dialogue |
task |
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SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
12 |
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|
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speech-enabled language learning game |
200 |
Yamada et al |
2013 |
C4 (C quad): Development of the application for language learning based on social and cognitive presences |
|
Conference paper |
EUROCALL |
Chatbots |
|
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en |
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L2 |
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system |
dialogue |
task |
|
Mondo |
Goal-oriented |
Contextualized |
|
System description |
0 |
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|
✘ |
chatbot |
201 |
Yamasaki et al |
2012 |
Multimodal corpus of multi-party conversations in second language |
|
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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0 |
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Technical evaluation |
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✘ |
✘ |
✘ |
✘ |
|
✘ |
dialogue-based tutoring system |
202 |
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 |
|
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en |
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L2 |
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system |
dialogue |
task |
|
Request game |
Goal-oriented |
Contextualized |
|
Observational study |
15 |
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|
✘ |
pedagogical agent |
203 |
Ye & Young |
2005 |
Improving the speech recognition performance of beginners in spoken conversational interaction for language learning |
- |
Conference paper |
ECSCT |
SDS/CA |
|
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en |
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L2 |
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✔ |
system |
dialogue |
task |
|
SCILL |
Goal-oriented |
Contextualized |
|
Technical evaluation |
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✘ |
✘ |
|
✘ |
spoken dialogue system |
204 |
Zacharski |
2002 |
Conversational agents for language learning |
|
Conference paper |
IAAI |
SDS/CA |
|
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en |
✔ |
|
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L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Zacharski] |
Goal-oriented |
Contextualized |
|
System description |
0 |
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✘ |
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|
✘ |
conversational agent |
205 |
Zacharski |
2003 |
A discourse system for conversational characters |
|
Conference paper |
CLITP |
SDS/CA |
|
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en |
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L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
[Zacharski] |
Goal-oriented |
Contextualized |
|
System description |
0 |
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|
✘ |
discourse system for conversational characters |
206 |
Zakos & Capper |
2008 |
CLIVE - An artificially intelligent chat robot for conversational language practice |
|
Conference paper |
SETN |
Chatbots |
|
✔ |
✔ |
✔ |
en |
✔ |
|
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✔ |
✔ |
✔ |
L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
CLIVE |
Goal-oriented |
Contextualized |
|
Observational study |
10 |
|
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✘ |
|
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chat robot |
207 |
Zue et al |
1996 |
Multilingual human-computer interactions: from information access to language learning |
|
Conference paper |
ICSLP |
SDS/CA |
|
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en |
✔ |
|
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✔ |
✔ |
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L2 |
✔ |
|
✔ |
system |
dialogue |
task |
|
Language Tutor |
Goal-oriented |
Contextualized |
|
System description |
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|
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conversational system |