A Web-based EFL writing environment: integrating information for learners, teachers, and researchers

doi:10.1016/S0360-1315(01)00056-2

機構典藏 > College of Engineering > Graduate Institute & Department of Computer Science and Information Engineering > Journal Article > Item 987654321/59851

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/59851

Title:	A Web-based EFL writing environment: integrating information for learners, teachers, and researchers
Authors:	郭經華;Kuo, Chin-hwa;Chien, Feng-yi;Liu, Anne;Tsao, Nai-lung;衛友賢;Wible, David
Contributors:	淡江大學資訊工程學系
Keywords:	Interactive learning environments;Applications in subject areas;Architectures for educational technology system
Date:	2001-11-01
Issue Date:	2011-10-05 22:21:14 (UTC+8)
Abstract:	With the rise in the popularity of web-based education, there is a pressing need for the design of web-based systems that are domain-specific. This need is particularly acute for the domain of second language education, where generic web-based systems fall short of fulfilling the potential of the Internet for meeting the particular challenges faced by language learners and teachers. A novel interactive online environment is described which integrates the potential of computers, Internet, and linguistic analysis to address the highly specific needs of second language composition classes. The system accommodates learners, teachers, and researchers. A crucial consequence of the interactive nature of this system is that users actually create information through their use, and this information enables the system to improve with use. Specifically, the essays written by users and the comments given by teachers are archived in a searchable online database. Learners can do pinpoint searches of this data to understand their individual persistent difficulties. Teachers can do the same in order to discover these difficulties for individual learners and for a class as a whole. The architecture of the system makes possible a novel approach to corpus analysis of learner errors. Teachers' annotations of learner errors are exploited as bootstraps which can lead to the incremental uncovering of errors without the need to heavily error tag the learner corpus. Error analysis then feeds the design of online help content.
Relation:	Computers & education 37(4), pp.297-315
DOI:	10.1016/S0360-1315(01)00056-2
Appears in Collections:	[Graduate Institute & Department of English] Journal Article [Graduate Institute & Department of Computer Science and Information Engineering] Journal Article

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