Computer-based approaches to second language learning
Language, classrooms and computers
An English grammar checker as a writing aid for students of English as a second language
ANLC '97 Proceedings of the fifth conference on Applied natural language processing: Descriptions of system demonstrations and videos
Prototype of a second language writing tool for French speakers writing in English
Natural Language Engineering
Recognizing syntactic errors in the writing of second language learners
COLING '98 Proceedings of the 17th international conference on Computational linguistics - Volume 2
Automatic error detection in the Japanese learners' English spoken data
ACL '03 Proceedings of the 41st Annual Meeting on Association for Computational Linguistics - Volume 2
Transforming grammar checking technology into a learning environment for second language writing
HLT-NAACL-EDUC '03 Proceedings of the HLT-NAACL 03 workshop on Building educational applications using natural language processing - Volume 2
Automatic Generation of Frequent Case Forms of Query Keywords in Text Retrieval
GoTAL '08 Proceedings of the 6th international conference on Advances in Natural Language Processing
Is the sky pure today? AwkChecker: an assistive tool for detecting and correcting collocation errors
Proceedings of the 21st annual ACM symposium on User interface software and technology
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This paper presents a field study carried out with learners who used a grammar checker in real writing tasks in an advanced course at a Swedish university. The objective of the study was to investigate how students made use of the grammar checker in their writing while learning Swedish as a second language. Sixteen students with different linguistic and cultural backgrounds participated in the study. A judgment procedure was conducted by the learners on the alarms from the grammar checker. The students' texts were also collected in two versions; a version written before the session with the grammar checker, and a version after the session. This procedure made it possible to study to what extent the students followed the advice from the grammar checker, and how this was related to their judgments of its behavior. The results obtained demonstrated that although most of the alarms from the grammar checker were accurate, some alarms were very hard for the students to judge correctly. The results also showed that providing the student with feedback on different aspects of their target language use; not only on their errors, and facilitating the processes of language exploration and reflection are important processes to be supported in second-language learning environments. Based on these results, design principles were identified and integrated in the development of Grim, an interactive language-learning program for Swedish. We present the design of Grim, which is grounded in visualization of grammatical categories and examples of language use, providing tools for both focus on linguistic code features and language comprehension.