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The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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Принципы организации смешанного курса по немецкому языку как иностранному на платформе Moodle
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In: Nauchnyy Dialog / Scientific Dialogue ; 4 ; 340-352 (2019)
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An investigation of changes in L2 writing anxiety between blended and conventional English language learning context
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An investigation of differences and changes in L2 writing anxiety between blended and conventional english language learning context
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Exploring optimal pronunciation teaching: integrating instructional software into intermediate-level EFL classes in China
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IMMERSE: Interactive Mentoring for Multimodal Experiences in Realistic Social Encounters
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In: DTIC (2015)
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Vom Vokabelheft zum Lernen mit einer Lernkartei-Software
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In: DaF-Szene Korea ; 35 ; 55-61 ; Einsatz visueller Medien im DaF-Unterricht (2014)
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Adding Statistical Machine Translation Adaptation to Computer-Assisted Translation
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In: DTIC (2013)
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Modeling and Evaluation of Computer-Assisted Spelling Learning in Dyslexic Children ...
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A multimedia framework for effective language training
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In: Technical Report / ETH Zurich, Department of Computer Science, 570 (2011)
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Modeling and Evaluation of Computer-Assisted Spelling Learning in Dyslexic Children
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Language-Independent Clone Detection Applied to Plagiarism Detection
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In: Source Code Analysis and Manipulation (SCAM), 2010 10th IEEE Working Conference on ; https://hal.archives-ouvertes.fr/hal-01067165 ; Source Code Analysis and Manipulation (SCAM), 2010 10th IEEE Working Conference on, Sep 2010, Timisoara, Romania. pp.77 - 86, ⟨10.1109/SCAM.2010.19⟩ (2010)
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The Impact of Interpretation Problems on Tutorial Dialogue
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In: DTIC (2010)
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TIACRITIS System and Textbook: Learning Intelligence Analysis through Practice
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In: DTIC (2010)
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Metacognitive Awareness versus Linguistic Politeness: Expressions of Confusion in Tutorial Dialogues
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In: DTIC (2009)
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Learning to Decode Nonverbal Cues in Cross-Cultural Interactions
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In: DTIC (2009)
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Automatically Generating Reading Comprehension Look-Back Strategy: Questions from Expository Texts
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In: DTIC (2008)
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Abstract:
Learning to read is an important skill for both children and adults, whether it takes place in their first language or their second language. According to the National Center for Educational Statistics 2003 Assessment (2007), 5% of adults (16 years and older) in the United States are functionally non-literate. Adults who enroll in literacy programs in the United States desire to improve reading skills for a variety of reasons. But resources are limited, as literacy programs often rely on volunteer tutors and variable funding sources. Computers are increasingly used to assist in the tutoring process. Improving the computer's ability to aid in this process with useful tools for instructors and students will allow students access to more reading materials and provide them with more opportunities to read. The primary goal for everyone is to increase reading and reading ability. For instructors, writing questions for reading comprehension exercises is time-consuming and difficult. The questions are only useful for a single text. Authoring tools such as Conduit's Dasher (1993), Half-baked Software's Hotpotatoes (2003-2007), and the University of Arizona's MaxAuthor (2007) make the task somewhat easier with tools for creating exercises, and more productive by means of allowing instructors to share exercises on the Internet. Reading comprehension is composed of several skill levels that work with various language or text chunks: awareness of phonemes, decoding skills, fluency vocabulary knowledge, grammar skills, and meta-learning skills. The goal of the project described in this report was to create a system that could automatically and accurately generate fact-based reading comprehension questions with expository text for teaching or using a specific look-back reading strategy. The project also aimed to use existing Natural Language programs and knowledge sources as well as implementing new ways to combine their output.
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Keyword:
*AUTOMATIC QUESTION GENERATION; *AUTOMATION; *COMPREHENSION; *COMPUTER AIDED INSTRUCTION; *NATURAL LANGUAGE; *QUESTION-ANSWER EXERCISES; *READING; *READING COMPREHENSION; ACCURACY; AUTOMATED QUESTION ANSWERING; CALL(COMPUTER-ASSISTED LANGUAGE LEARNING ); ENGLISH LANGUAGE; GRAMMATICAL CORRECTNESS; Humanities and History; LEARNING; Linguistics; LITERACY; LOOK-BACK READING STRATEGY QUESTIONS; PARSERS; QUESTION ACCURACY; READING COMPREHENSION EXERCISES; READING COMPREHENSION PRACTICE; READING COMPREHENSION QUESTIONS; SEMANTIC CORRECTNESS; SEMANTICS; SKILLS; STUDENTS; SYNTAX
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URL: http://www.dtic.mil/docs/citations/ADA530835
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA530835
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ALASKA: Applet and Library Augmented Shared Knowledge Areas (Shared Workspace Project or Shared Spaces with Agents and Actors)
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In: DTIC (2008)
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