--- Forwarded Message from Type your name here <[log in to unmask]> ---

>Date: Tue, 09 Nov 1999 18:40:26 -0500
>From: Type your name here <[log in to unmask]>
>To: Language Learning and Technology International Information Forum    <[log in to unmask]>
>Subject: Re: #5296.19 Tech. and Enhanced Student Learning (!)
>References: <[log in to unmask]>

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Dear Colleagues,

As part of an experiment that Professor Caroline Grace and I are putting
together, we were wondering if a program exists that is able to make
judgments of correctness of vocabulary learned in a CALL envrionment. 
For example, if you have a student who was supposed to write a word,
say, "cat", and he writes "kat". How could this be scored and does such
a program exist that might be able to score it, perhaps on a scale of
1-10?  Or with larger words, such as "take" which might be spelled
"teak" or "taek."  Is this possible, especially as this complicates
itself with larger and larger words?  
        Also, it seems that to smaller lexical items, a missing letter is more
crucial to the comprehensibility of the word.  Can this be weighted by a
program as well?

I would appreciate any feedback you might have.

Sincerely, Alan
FLL DEPT
Purdue University



LLTI-Editor wrote:
> 
> --- Forwarded Message from "J. Scott Payne" <[log in to unmask]> ---
> 
> >Date: Tue, 09 Nov 1999 09:35:46 -0800
> >To: Language Learning and Technology International Information Forum             <[log in to unmask]>
> >From: "J. Scott Payne" <[log in to unmask]>
> >Subject: Tech. and Enhanced Student Learning
> >In-Reply-To: <[log in to unmask]>
> 
> ------------------
> And after reading "Technopoly" and "The End of Education: Redefining The
> Value of School" from Neil Postman as Johan Viljoen suggested, then read
> "School's out : hyperlearning, the new technology, and the end of
> education" from Lewis Perelman.
> 
> Like any technological innovation, CAI was first used to do the same thing
> more efficiently.  If we change how we approach the task, the true power of
> technology enhanced learning can be realized.  The key aspect is the third
> word of the previous sentence - "change."  This means expanding our view of
> L2 instruction.
> 
> A question for the list:  Under what circumstances is face-to-face L2
> instruction imperative for SLA?
> 
> J. Scott Payne
> Washington State University
> Email: [log in to unmask]