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Querying a Static and Dynamic Learner Corpus

Querying a Static and Dynamic Learner Corpus

Trude Heift, Catherine Caws
Copyright: © 2018 |Pages: 18
ISBN13: 9781522551409|ISBN10: 1522551409|EISBN13: 9781522551416
DOI: 10.4018/978-1-5225-5140-9.ch024
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MLA

Heift, Trude, and Catherine Caws. "Querying a Static and Dynamic Learner Corpus." Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, edited by Bin Zou and Michael Thomas, IGI Global, 2018, pp. 494-511. https://doi.org/10.4018/978-1-5225-5140-9.ch024

APA

Heift, T. & Caws, C. (2018). Querying a Static and Dynamic Learner Corpus. In B. Zou & M. Thomas (Eds.), Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching (pp. 494-511). IGI Global. https://doi.org/10.4018/978-1-5225-5140-9.ch024

Chicago

Heift, Trude, and Catherine Caws. "Querying a Static and Dynamic Learner Corpus." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching, edited by Bin Zou and Michael Thomas, 494-511. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5140-9.ch024

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Abstract

This chapter discusses the cyclical process of collecting and recycling learner data within the E-Tutor CALL system and presents a study on student usage of its data-driven learning (DDL) tool. E-Tutor consists of a static and dynamic learner corpus for L2 learners of German. The static learner corpus has been constructed from approximately 5000 learners who used the system over a period of five years. These learners provided millions of submissions from a variety of activity types. In addition, all concurrent E-Tutor users contribute data to a dynamic corpus, which allows them to compare and examine their ongoing system submissions to those contained in the static corpus. The authors conducted a study with 84 learners and recorded their interaction with the DDL tool of E-Tutor over one semester. Study results on student usage suggest that investigating sample input of a large, unknown user group might be less informative and of less interest to language learners than their own data. For the DDL tool to be useful for all proficiency levels, training and scaffolding must also be provided.

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