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The effectiveness of intelligent computer-assisted language instruction in tutoring Japanese connectives.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The effectiveness of intelligent computer-assisted language instruction in tutoring Japanese connectives./
Author:	Kikuchi, Masato.
Description:	1 online resource (445 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 57-03, Section: A.
Contained By:	Dissertations Abstracts International57-03A.
Subject:	Language arts. -
Online resource:	click for full text (PQDT)
ISBN:	9798209294252

The effectiveness of intelligent computer-assisted language instruction in tutoring Japanese connectives.
Kikuchi, Masato.

The effectiveness of intelligent computer-assisted language instruction in tutoring Japanese connectives. - 1 online resource (445 pages)

Source: Dissertations Abstracts International, Volume: 57-03, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 1995.

Includes bibliographical references

In recent years, intelligent computer-assisted language instruction (ICALI) programs have undergone close scrutiny. This dissertation dealt with the aspects of comparing individualized instruction provided by an ICALI program with small group instruction (an average of 3 to 4 students per session) provided by an experienced human instructor in the instruction of Japanese temporal or conditional connectives. The focus of the comparison was on the merits of the design features of a NLP-based ICALI program, which generated individualized, explanatory feedback. In order to connect two Japanese sentences, one is required to master semantically illusive concepts such as self-controllability of actions and presuppositions involved in the link between two propositions. Due to the complexity of the analyses involved in detecting problems in the connective expressions, few CALI programs addressed this aspect of language utilization in the past. A first-generation ICALI-Connective program that handled two connected sentences was designed and implemented. A formative study was performed to assess the feedback produced by this program. Following the formative study, a second-generation program with enhanced grammatical and semantic knowledge and tutorial strategies was created to handle more input variations and produce better feedback. An experiment was then conducted to test research hypotheses that the group taught by a human instructor would differ from a group taught by ICALI-Connective in the sentence generation and sentence judgment tasks involving Japanese connectives. A repeated-measure F test was conducted to measure the initial learning effect and the interaction effect, and a t test was conducted to measure the retention of learning. The results favored the ICALI-Connective group in general but did not support the research hypotheses. Thus, the research hypotheses were rejected in favor of the null hypotheses. That is, the two instructional methods were equally effective as far as teaching Japanese temporal or conditional connectives was concerned. Subsequently, the recorded ICALI sessions were compared with the human instructor sessions. The discussion includes the theoretical implications of the current findings, the limitations of the research, and further research directions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798209294252Subjects--Topical Terms:

556677
Language arts.
Subjects--Index Terms:

CAIIndex Terms--Genre/Form:

554714
Electronic books.

The effectiveness of intelligent computer-assisted language instruction in tutoring Japanese connectives.
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520 $a In recent years, intelligent computer-assisted language instruction (ICALI) programs have undergone close scrutiny. This dissertation dealt with the aspects of comparing individualized instruction provided by an ICALI program with small group instruction (an average of 3 to 4 students per session) provided by an experienced human instructor in the instruction of Japanese temporal or conditional connectives. The focus of the comparison was on the merits of the design features of a NLP-based ICALI program, which generated individualized, explanatory feedback. In order to connect two Japanese sentences, one is required to master semantically illusive concepts such as self-controllability of actions and presuppositions involved in the link between two propositions. Due to the complexity of the analyses involved in detecting problems in the connective expressions, few CALI programs addressed this aspect of language utilization in the past. A first-generation ICALI-Connective program that handled two connected sentences was designed and implemented. A formative study was performed to assess the feedback produced by this program. Following the formative study, a second-generation program with enhanced grammatical and semantic knowledge and tutorial strategies was created to handle more input variations and produce better feedback. An experiment was then conducted to test research hypotheses that the group taught by a human instructor would differ from a group taught by ICALI-Connective in the sentence generation and sentence judgment tasks involving Japanese connectives. A repeated-measure F test was conducted to measure the initial learning effect and the interaction effect, and a t test was conducted to measure the retention of learning. The results favored the ICALI-Connective group in general but did not support the research hypotheses. Thus, the research hypotheses were rejected in favor of the null hypotheses. That is, the two instructional methods were equally effective as far as teaching Japanese temporal or conditional connectives was concerned. Subsequently, the recorded ICALI sessions were compared with the human instructor sessions. The discussion includes the theoretical implications of the current findings, the limitations of the research, and further research directions.
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