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An Evaluation of Khanmigo, a Generative AI Tool, as a Computer-Assisted Language Learning App
No full textThe recent advancement in technology has attracted learners’ attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This paper, therefore, endeavors to decipher the potential of a GenAI app, Khanmigo, as a language learning tool, specifically for learning French. The app was analyzed by the researcher through her interactions of about 17.5 hours using Chapelle’s (2001) Evaluation Framework for discerning the task appropriateness of a given Computer-Assisted Language Learning (CALL) tool. While the app does not show robust performance in all the six criteria suggested for evaluation, it still holds some promise
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Interconnected Dynamic Components of Learner Language
No full textSecond language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). Intrinsic to the view of Complex Dynamic Systems Theory (CDST), a system is composed of hierarchical, interdependent subcomponents (learner, learner language, and environment) in dynamic relations as learners develop their interlanguage over time. This piece reviews the interactive and dynamic nature of the subcomponents illuminating the transitory nature or variability (in patterns of language development) that is inherently a characteristic of a complex dynamic system (Larsen-Freeman & Cameron, 2008). First, the forum piece describes how the growth of a subsystem can affect other parts of the system, followed by an explanation of the diverse interrelationships between the connecting subsystems. Next, three empirical studies on the varied relationships between the subsystems are presented. The article concludes with a critique of the current state of research on this topic, revealing some gaps that need to be addressed in future research
Interconnected Dynamic Components of Learner Language
Get PDFSecond language development can be viewed as a complex and dynamic process in which learners follow non-linear trajectories and develop their language over a period of time (Larsen-Freeman, 2006). Intrinsic to the view of Complex Dynamic Systems Theory (CDST), a system is composed of hierarchical, interdependent subcomponents (learner, learner language, and environment) in dynamic relations as learners develop their interlanguage over time. This piece reviews the interactive and dynamic nature of the subcomponents illuminating the transitory nature or variability (in patterns of language development) that is inherently a characteristic of a complex dynamic system (Larsen-Freeman & Cameron, 2008). First, the forum piece describes how the growth of a subsystem can affect other parts of the system, followed by an explanation of the diverse interrelationships between the connecting subsystems. Next, three empirical studies on the varied relationships between the subsystems are presented. The article concludes with a critique of the current state of research on this topic, revealing some gaps that need to be addressed in future research
Analysis of three-word lexical bundles in the argumentative essays of native and non-native writers at various levels of language development
Get PDFLexical bundles or recurrent word sequences are considered important discourse building blocks. To succeed academically, students need to be able to control the use of lexical bundles in their writing (Biber & Barbieri, 2007). Studies have shown that non-native speakers of English (NNS) often underuse, misuse or overuse lexical bundles in their written academic discourse as compared to native speakers of English (NS) (Adel & Erman, 2012; Chen & Baker, 2010). While some of the research has targeted students of specific first language groups (e.g., Chinese, Swedish, Portuguese), others have compared written essays of NNS students from multiple language groups but have focused on small groups of students (e.g., Nekrasova, 2009). However, little research has been done on lexical bundles in academic essays produced by all incoming NNS students (with diverse first language backgrounds) enrolled at particular universities to understand their specific linguistic needs. This information can be beneficial to English as a second language (ESL) teachers to prepare NNS students for academic success as they move on to take higher level academic courses The present study investigates three-word lexical bundles in argumentative essays (n = 990) of incoming NNS students at a large midwestern university and compares the bundles to those in essays of senior undergraduate and graduate students (n = 658) from various universities in America and Britain. Using a corpus driven-methodology, the study examines bundles used by both NNS and NS students and how the use of bundles varied in structure and function among the two groups and across different proficiency levels of NNS students. To address the research questions, 373 lexical bundles from the NNS corpus (249,499 words) and 295 bundles (1,088,863 words) from the NS compiled were retrieved using a software program specially written for this thesis project. The bundles were analyzed quantitatively (frequency counts comparison) and qualitatively (using concordance software). The results aligned with previous research (Staples, Egbert, Biber & McClair, 2013) suggesting non-native writers’ heavy reliance on lexical bundles to build their discourse. Among the 40 most frequent bundles, 13 bundles were common to both NS and NNS writing. These bundles were more frequent in the essays of higher proficiency NNS writers. Qualitatively, the use of these bundles differed to some extent in NS and NNS writing. Patterns in structural and functional variation were also noted in the NS and NNS bundles. The findings of this study can be useful for pedagogical purposes. ESL teachers can focus on NNS learners’ gaps in linguistic knowledge presented in this study and tailor their ESL curriculum accordingly to cater to the specific needs of respective populations of NNS students
An Evaluation of Khanmigo, a Generative AI Tool, as a Computer-Assisted Language Learning App
Get PDFThe recent advancement in technology has attracted learners’ attention worldwide to Generative Artificial Intelligence (GenAI) for educational purposes. While GenAI has shown promising results for general language purposes (Godwin-Jones, 2023; Xiao & Zhi, 2023), the potential of GenAI for language learning has not been fully explored. This paper, therefore, endeavors to decipher the potential of a GenAI app, Khanmigo, as a language learning tool, specifically for learning French. The app was analyzed by the researcher through her interactions of about 17.5 hours using Chapelle’s (2001) Evaluation Framework for discerning the task appropriateness of a given Computer-Assisted Language Learning (CALL) tool. While the app does not show robust performance in all the six criteria suggested for evaluation, it still holds some promise
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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