Feedback Strategies for Form and Meaning in a Real-life Language Tutoring System

摘要

We describe ongoing work on an English language tutoring system currently being used as part of regular instruction in twelve German high school classes. In contrast to the traditional ICALL system approach analyzing learner language, we build on the approach of Rudzewitz et al. (2018) to generate variants of target answers based on task and target language models and combine this offline step with an online process flexibly matching learner answers with these variants. We extend the approach by advancing the search engine used in the online step to return more relevant results. Then we extend the approach to meaning-focused feedback, showing how it can be realized in the system in addition to the form-focused feedback. We conclude with an outlook on an intervention study we have designed to evaluate the system.