Artificial intelligence techniques in language learning
Artificial intelligence techniques in language learning
Student modelling for second language acquisition
Computers & Education - Special issue: emancipation through learning technology—selected papers from the EUROCALL '93 conference
Journal of Artificial Intelligence in Education
Handheld Use in K-12: A Descriptive Account
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
A Mobile Scaffolding-Aid-Based Bird-Watching Learning System
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
I-PETER: Modelling Personalised Diagnosis and Material Selection for an Online English Course
IBERAMIA 2002 Proceedings of the 8th Ibero-American Conference on AI: Advances in Artificial Intelligence
Coalescing individual and collaborative learning to model user linguistic competences
User Modeling and User-Adapted Interaction
Adaptive modelling of student diagnosis and material selection for on-line language learning
Journal of Intelligent & Fuzzy Systems: Applications in Engineering and Technology - IBERAMIA '02
COPPER: modeling user linguistic production competence in an adaptive collaborative environment
UM'05 Proceedings of the 10th international conference on User Modeling
Towards seamless vocabulary learning: how we can entwine in-class and outside-of-class learning
International Journal of Mobile Learning and Organisation
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Distance second language learning is essentially practical and skill-based requiring personal, social and occupational language-mediated activities with other speakers using the target language. Computer technology has long been used to try to overcome the challenges of distance learning although with limited success. To improve this situation, the authors developed a theoretical framework for second language learning that combined a cognitive student model with a collaborative group model. As the underlying access to information and computational resources becomes more ubiquitous, the framework is less able to represent how a specific computing device and real-world context mediate the selection and structuring of materials and activities, therefore, limiting the framework's effectiveness for second language learning. Hence, the existing models need to be complemented with a functional ubiquity model, which characterises the way in which the degree of ubiquity defines the types of learning activities and resources available in the framework.