experimental-evaluation

Systèmes de dialogue pour l'apprentissage des langues : typologie des systèmes et mesure des effets

Interactivity in dialogue-based CALL practice: effects on learners perceptions and production

Introduction Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows to conduct research on the effectiveness of different modalities of interaction (Bibauw et al, 2019). In this study, we evaluate the differences in perception and production within a conversational practice with a fully interactive task-based dialogue system, in comparison with an equivalent “static” dialogue completion task.

Effects of interactivity of written practice on incidental vocabulary

Abstract (as submitted in February 2019) Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows to conduct research on the effectiveness of different modalities of interaction. In this study, we compare the effects of the interactivity of the writing activity on the incidental vocabulary acquisition. Interactive learning activities are often assumed to generate more learning outcomes than non-interactive ones (Chi, 2009).