In the past decades, English learning has received lots of attention all over the world, especially for those who are not native English speakers. Various English learning and testing systems have been developed on the Internet. Nevertheless, most existing English testing systems represent the learning status of a student by assigning that student with a score or grade. This approach makes the student aware of his/her learning status through the score or grade, but the student might be unable to improve his/her learning status without further guidance. In this paper, an intelligent English tense learning and diagnostic system is proposed, which is able to identify student learning problems on English verb tenses and to provide personalized learning suggestions in accordance with each student’s learning portfolio. Experimental results on hundreds of college students have depicted the superiority of the novel approach.
In recent years, many researchers have attempted to make use of computers to help ESL students in learning English (Chan et al., 2001). Through implementing computer-mediated education, many advocates emphasize its positive aspects and the English learning tutoring systems, which are computer-based, that have been developed by numerous academic research groups (Wang & Lin, 2004). For example, Tsou et al. (2002) applied the ideas from computer-assisted learning (CAL) and language learning to the development of a multimedia Web-based English abstract word learning system. An experiment on thirteen commonly encountered abstract words at the elementary school level has demonstrated the benefit of applying the system. Recently, Yang et al. (2005) proposed a Web-based interactive writing environment designed for elementary school students. The environment includes several writing themes to encourage reading comprehension, creativity and problem-solving skills of students.
In addition to the examples mentioned above, there exist innumerably splendid and elaborate works devised by researchers around the world (e.g., Park & Shirai, 1998; Brett & Nash, 1999; Li, 2000; Wintergerst et al., 2003; Itakura, 2004; Ruthven et al., 2004; Coniam & Wong, 2004; McDonald, 2004). Moreover, the issue of applying information technologies to the improvement of English learning efficacy for those who are not native English speakers has attracted researchers from various fields regardless of educational circles, such as linguistics and computer science.