CALL Software Research Articles

Classification of Speech Acts in Public Software Tenders

Governments and private sectors currently procure software solutions for industry through public tender using mass distribution websites. This alternative organizes the demand and produces a large number of software tenders. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Objective</b> . The present study focuses on analyzing the texts of these documents to characterize them efficiently and explore a particular solution to the general problem known as “to bid or not to bid.” The tool is based on the automatic classification of speech acts, from where we generate different metrics from the Public Call Software Tender (PCST). <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology</b> . Our first approach was to use some analysis techniques suggested for Requirements Specifications. In particular, our interest focused on speech acts and the ontology-based on speech acts for analyzing requirements. These works focus on classifying software requirements in the early stages of the life cycle, which gave us a starting point for our work in PCST. We use our tool to analyze a set of four PCSTs downloaded from the Chilean Government’s public purchases website for the validation stage. The automatic analysis consisted in categorizing and classifying the four PCST downloaded, obtaining the measured values of the variables used by the metrics. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results</b> . An initial assessment shows that the results of this application agree with the proposals generated manually by expert analysts. Our proposal saves time and effort when looking for relevant tenders. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion</b> . We consider the theory of speech acts, which allows texts to be categorized from a pragmatic point of view. We propose a first version of an automatic text classifier based on characterizing speech acts accompanied by metrics. This tool will allow potential tenderers in a public call for software tenders to decide whether it is worth tendering for the call. Based on these assumptions, we propose to use the identification of speech acts in requirements specifications to calculate a set of metrics that will enable us not only to describe PCST but also to compare them.

Screening of Mutations Related to Hereditary Anemias Using NGS-Targeted Sequencing Panel

Hereditary forms of anemia arise due to defects in erythrocyte differentiation from bone marrow precursor cells, or shortened survival of erythrocytes. Both cases result in the deficiency of mature cells in the bloodstream. Defects in the erythrocyte membrane proteins (e.g. hereditary spherocytosis and elliptocytosis/ pyropoikilocytosis) are common, and they manifest in association with morphological changes in the red blood cells. Other causes of hemolytic anemias include hemoglobinopathies (e.g. sickle cell diseases, thalassemias, etc) and enzymopathies (e.g. Glucose 6 phosphate dehydrogenase deficiency and pyruvate kinase deficiency), caused by defects in metabolic enzymes. Hereditary anemia can also be caused by erythroid lineage disorders such as congenital dyserythropoietic anemias (CDA), characterized by distinct morphologic abnormalities of marrow erythroblasts. Diseases that result in hereditary anemias are difficult to diagnose, due to the large clinical and genetic heterogeneity. The use of conventional techniques for the systematic screening of all potentially implicated genes would be impractical, costly and time-consuming. To address this issue, we have customized a rapid comprehensive next-generation sequencing-based assay that evaluates 58 genes with published disease-causing mutations for future clinical application. Of these genes, 27 were related with RBC cytoskeletal disorders and enzymopathies, 8 were involved with CDAs and 23 genes were related with hemochromatosis, sideroblastic anemia and porphyria. Our panel covers the complete coding region, splice site junctions, and some promoter regions. Exon capture probes were designed with the aid of the Sure Design program (Agilent Technologies, Inc., CA, USA). Targeted gene capture and library construction for next-generation sequencing (NGS) were performed using Haloplex kit (Agilent Technologies, Santa Clara, USA). Enriched samples were then sequenced on an Illumina HiSeq 2500 sequencer with 150 base pair, paired-end reads. Overall, the quality scores obtained were high, with an average of 91% of the bases analyzed with >Q30. This means that the probability that a given base is wrong is less than 0.1%. Sequencing reads were aligned to the human genome reference sequence and analysis of coverage and variants was completed using Sure Call software (Agilent Technologies, Inc., CA, USA). The validation included the benchmark sample NA12878 (Coriell Institute, NJ, USA) in triplicate. All variants were detected using Haloplex amplification followed by NGS were compared to the results available in the coding region sequencing databases of the NA12878 sample. The panel showed a sensitivity of 98.7% and a specificity of 99.9%. We also tested our panel in 43 patients with hereditary anemia searching for causative variants. Possible pathogenic variants were identified in 37 patients (86%) and explained the etiology of the diseases in 69.8% of the cases. Variants in the β-spectrin (SPTB gene) were the most frequent cause of hereditary spherocytosis (HS) in our sample, identified in 13 out of the 26 patients with previous diagnosis of HS (50%). Variants in the ankyrin (ANK1) were the second most frequent cause of HS, identified in 6 cases. Variants in SPTA1, SLC4A1, PKLR, CDAN1, G6PD, HFE and KIF23 genes were also identified. Most of the identified variants were novel. To conclude, next-generation sequencing provides a cost-effective and relatively rapid approach to molecular characterization of a disease. The identification of pathogenic variants is essential for genetic counselling, pre-implantation genetic diagnosis and even for future gene therapy. The panel we developed proved to be robust, with very low false positive and negative results and successfully determined the molecular causes of hereditary anemia in most cases. DisclosuresNo relevant conflicts of interest to declare.

Rosetta Stone CALL Software as A Vocabulary Teaching Media at Indonesian High Schools

Vocabulary is the basic aspect of language. The ability to master vocabulary holds an important part in learning a language, including English. That becomes one of the researcher's considerations to conduct this research when observing at one of Indonesia's high schools since the students show difficulties in vocabulary mastery. Modifying the teaching media can become a problem solving for students' lack of vocabulary mastery. In this case, using Rosetta Stone CALL software is suggested to overcome the problem. The research's objective was to determine whether or not the use of Rosetta Stone CALL software can improve the tenth-grade students' vocabulary mastery. The researcher applied a quasi-experimental method, with two group pre-test and post-test design. The research sample was forty students from two classes taken from the population of the 10th-grade students of SMA Negeri 2 Barru. The data analysis result showed that the pre-test's mean score in the experimental class was 2.21, and the post-test was 3.04. It proves that the tenth-grade students' vocabulary mastery improved using Rosetta Stone CALL Software. After analyzing the data using SPSS version 21, the probability value in the post-test was 0.01, and the significance value was 0.05. It means that the probability value (0.01) was lower than the significance value (0.05). It was indicated that H0 was rejected and H1 was accepted. It revealed that the vocabulary mastery of the tenth-grade students of SMA Negeri 2 Barru for the experimental and control groups was significantly different.

Implications of Research on Human Memory for CALL Design

A basic understanding of general research on human memory can help guide CALL design to new innovations. Though this statement seems self-evident, most CALL software does not exploit research in psychology to the fullest extent possible. In addition, many CALL software reviews do not consider issues of cognition and memory in their analyses. This article offers a brief overview of what is generally accepted about how human memory works as it applies to CALL. Such a basis can help both CALL designers and users develop a more sophisticated understanding of what CALL software can and should do in supporting learning. A number of interactions from various CALL products will be discussed in the light of the research summarized here.

The suitability of cloud-based speech recognition engines for language learning

As online automatic speech recognition (ASR) engines become more accurate and more widely implemented with CALL software, it becomes important to evaluate the effectiveness and the accuracy of these recognition engines using authentic speech samples. This study investigates two of the most prominent cloud-based speech recognition engines- Apple’s Siri and Google Speech Recognition (GSR) to determine which engine would be more accurate at transcribing L2 learners’ speech. The average recognition accuracy of Siri and GSR is reported using language samples of Japanese learners speaking English. The study also presents a series of computerized speech assessment tasks that were developed by the researchers using a cloud-based speech recognition engine in conjunction with Moodle, a widely used course management system.

CALL: The Need for Evaluation Paradigms

T he evaluation of CALL from the perspective of gross comparisons of CALL versus classroom learning outcomes is an approach unlikely to shed light on the problem or solution of instructed SLA. It creates an irony wherein the most sophisticated modern tool is investigated through the most crude and outdated educational research methods (Chapell 2005)This paper reviews current methods of evaluation of CALL as an instructional solution to the problem of instructed SLA, on the basis of theory of conditions (cognitive and socio-affective) that ideally should be created for optimal/successful learning environments and effective task-based instruction.Evaluation of CALL task cannot be a categorical decision about effectiveness. Instead, it results in an argument indicating in what ways a particular task is appropriate for particular learners at a given time, i.e., CALL task appropriateness. CALL task evaluation denotes three levels of analysis: CALL software, teacher-planned activity, and learners' performance during activities. Evaluation argument is constructed on the basis of both judgemental and empirical analyses. The former examines characteristics of the software and t/task while the latter addresses the details of CALL taskuse and learning outcomes in terms of principles /criteria drawn from theory and research on conditions for instructed SLA. The criteria for CALL appropriateness are applied in view of the stated purpose of a CALL task at various stages of instruction. Examples of CALL task evaluation, a judgemental as well as an empirical research tasks/activities, are provided.

Second language articulatory training and computer-generated feedback in L2 pronunciation improvement

This paper investigates the efficacy of articulatory training and acoustic feedback on Persian L2 learners’ production of English segmental (/ɒ/). A sample of 30 Persian ESL learners was recruited- 10 learners were randomly assigned to the experimental group 1, 10 to the experimental group 2, and 10 to the control group. Over a five-week period, the experimental group 1 received training on the manner of articulation of the segment, the experimental group 2 received acoustic-articulatory training and was exposed to CALL software for receiving feedback, and the control group was only exposed to auditory input. The groups were given a pretest, an immediate posttest, and a generalization test. The results of the study showed a significant improvement in the performance of the participants in both the posttest and the generalization test in the experimental group 2. These findings suggest the inefficiency of the mere knowledge of the manner of articulation of the segment and lend support to the feasibility of using acoustic features of sounds and computer-based, learner-centred programs for second language segmental acquisition.

Problems with cell phone evidence tendered to ‘prove’ the location of a person at a point in time

In this article Professor Reg Coutts and Hugh Selby seek to give litigation lawyers sufficient understanding of what can be done with Call Charge Records (CCRs) and software propagation maps to alert them to the dangers of misuse.Index words: cell phone; evidence; location; assumptions

Investigating the effectiveness of Globalvoice CALL software in native Japanese English speech

Many variables exist in the evaluation of the speech of non-native speakers of English. In previous research, rhythmic accent and pauses are more salient than segmental features in English utterances to make one’s speech more intelligible. In this regard, prosodic features such as intonation and rhythm are crucial in comprehensible speech. One of the main goals of English education in Japan is to help Japanese students speak English more intelligibly in order to be more clearly understood while taking part in international communication. In this talk, several key parameters such as speech duration, speech power, and F0 (pitch), are all introduced to help determine to what extent Japanese students are able to improve their English pronunciation through the use of Globalvoice CALL software. Globalvoice CALL enables students to input English words or sentences for the purpose of practicing their pronunciation and prosody in order to reduce their Japanese-accented speech. The purpose of this paper is to investigate the effectiveness of Globalvoice CALL software to improve the English pronunciation of Japanese EFL learners. Student productions of English sentences were analyzed with regard to speech duration, speech power, and F0 (pitch) to determine how much progress was attained in their English pronunciation and overall proficiency. The results showed improvement in acoustic properties between the pre- and post-recorded readings, indicating the software helped the students to improve their English pronunciation.

Student evaluation of CALL tools during the design process

This article discusses the comparative effectiveness of student input at different times during the design of CALL tools for learning kanji, the Japanese characters of Chinese origin. The CALL software ‘package’ consisted of tools to facilitate the writing, reading and practising of kanji characters in context. A pre-design questionnaire was analysed to determine what students perceived would be effective software tools for kanji learning. This was followed by a written process tracing protocol to ascertain if the CALL tools, created by the author and the technology designer were effective in meeting students’ needs. Based on a detailed analysis of students’ responses in the first two stages, changes were made to the CALL tools interface and the learning environment. The final stage of student input was a post-design evaluation completed by a further cohort of students, focusing on whether the data collected previously had produced changes that were transferable and could effectively meet the learning needs of different groups of students. All three stages of input produced different data of importance to the final design. Mid-design input was the most detailed and transferable design elements could be extracted. My recommendation is that end-users of CALL tools be consulted throughout the design process.

An Evaluation of CALL Software: UUEG

This study attempts to evaluate the CALL software package, 'Using and Understanding English Grammar' (UUEG). This evaluation will be carried out using the judgmental perspective suggested by Chapelle (2001). The revolution of technology has started to invade classrooms and as the hard copy of the book is widely used in Saudi Arabia (including the author) an evaluation of its soft copy will inform us of the usefulness (or otherwise) of this software. The application of the software in the author’s context did not have much of great influence in students’ achievement; the total scores of students, when analyzed by t-test, were significantly different though. It also affected their learning motivation, excitement and attendance. However, it must be taken into consideration that pedagogical objectives, learners’ differences, learning styles and strategies and teachers’ own styles and expertise all vary from context to context and accordingly the value of all CALL software will be context dependent any may not necessarily lead to success.

Challenges and Directions of Script-Based Tracking in Tutorial CALL

The script-based tracking refers to using computer codes to log learners’ actions with computer-based activities. For decades, researchers have advocated using this type of data to advance CALL research. However, the amount of effort and time required to collect and analyze such data may have contributed to their limited use in tutorial CALL. This paper aims to describe the technical and methodological challenges researchers face and present corresponding solutions. The first step of the solutions includes defining a tracking taxonomy and a standard tracking interface. A model in which these two sets of information can be used by the related parties in the CALL field, including researchers, software companies, and programmers, to create solutions for existing challenges and empower non-programmer researchers to conduct research using tracking data will be discussed.

Elements of Research in CALL Software Development Projects

CALL is a relatively young discipline and is greatly affected by the consequences of a predominant focus on program development at the expense of basic research. The central issue of this paper involves the integration of research components into the CALL development process for the purpose of not only improving the quality of software but also demonstrating how empirical observations that emerge during the course of development can have an important impact on underlying theory.

Computer-Assisted Language Learning Conversations: Negotiating an Outcome

This paper proposes a model for CALL software design based on interactionist theories of first and second language acquisition. According to this model CALL software may be classified into two types: those programs which allow the learner to negotiate the outcome of the activity and those in which the outcome is fixed. An experiment was conducted in order to compare the conversational discourse generated by two different groups of students working on negotiable-outcome and non-negotiable- outcome programs. It was found that the negotiable-outcome programs generated discourse which was closer to ordinary conversation and entailed the kind of interaction which a number of researchers have claimed is beneficial to language acquisition.

Evaluating CUES: Some Problems and Issues in Experimental CALL Research

The effectiveness of a computer program, CUES, designed to improve adult ESL students' essays was tested both formally and informally. The formal measures carried out in both the experin7eiital and the control groups included: 1) holistic ratings of both groups' pre- and post- intervention essays, and 2) a comparison of pre- and post-intervention thinking-aloud protocol analyses. The informal measures included a questionnaire administered to the students and critical comments about the program garnered from the students' responses in a 500-ivord essay entitled, "Assess the program CUES." This research provides an opportunity for the author to examine critically the research methods used, and to conclude that both formal and informal evaluation measures provide a balanced assessment of CALL software.

A new perspective of CALL software for English perceptual training in pronunciation instruction

Description Abstract In this research, the effect of CALL software on English perceptual training is investigated. English Perceptual Pronunciation Training software is designed to train the learner’s perception of English vowels by building up adequate acoustic images in the learner’s mind. Non-English majors are selected as experiment subjects, who receive English perceptual training via CALL software and subsequently take two distinctive tests: Discrimination and Identification tests. Two different questionnaires are distributed among subjects before and after the instruction: a questionnaire enquiring about their English learning experience and an evaluation questionnaire constructed particularly from the learner’s viewpoint. Experimental results are discussed, and the influence of subjects’ English-language learning experience is taken into account. Conclusions will be drawn in relation to the tutorial design of this software and the possibilities and perspectives explored by CALL software for integrating perceptual training in pronunciation instruction.

Using DynEd and ALC with low-level university freshmen

In this paper we share our experience implementing a CALL project with first-year, lower level, non-English major, university students, using two CALL packages popular in Japan: DynEd and ALC. In addition to comparing the pros and cons of both, we will also discuss how the project was launched and how it evolved over time. Implementing commercial CALL software in a classroom setting involved a number of challenges, both technical and pedagogical, necessitating a variety of adaptations to suit the needs of both learners and the institution. Along with describing how changes were made, both in our methods of implementation and how the software was used, we also share our process of dealing with two key issues that arose: student motivation and learner assessment. We hope that by recounting our entire experience with this project, as well as sharing results from a series of student surveys, we will provide ideas for other teachers and faculty departments interested in introducing CALL projects with lower-level students.

Bridging pedagogy and technology: User evaluation of pronunciation oriented CALL software

&lt;span&gt;While it has become common to employ pronunciation oriented software to improve one's pronunciation in L2, both language teachers and L2 learners feel uncertain about choosing software to meet their purposes. Taking &lt;/span&gt;&lt;em&gt;MyET&lt;/em&gt;&lt;span&gt;, pronunciation oriented software written and highly praised in Taiwan, as a representative program, this study investigated its pedagogical usefulness through the viewpoints of nine junior college students (with three levels of English proficiency). The evaluation showed that &lt;/span&gt;&lt;em&gt;MyET&lt;/em&gt;&lt;span&gt; was able to differentiate between students at the beginning and intermediate levels, though its design for providing input and practice exercises has room for improvement. A questionnaire completed by the nine students indicated that they liked best the program's segment analysis and function of replaying target segments. Students enjoyed practising at their own pace and receiving individualised, immediate feedback from &lt;/span&gt;&lt;em&gt;MyET&lt;/em&gt;&lt;span&gt;, but considered the practice to be "mechanical." They expressed needs for more instruction on how to refine their pronunciation and for cumulative analyses of performances. This study contributes towards the design principles for pronunciation oriented software that can address users' language learning and practice needs. Implications for teaching pronunciation and selecting pronunciation oriented courseware are discussed.&lt;/span&gt;

Towards model-driven end-user development in CALL

The purpose of this article is to introduce end-user development (EUD) processes to the CALL software development community. EUD refers to the active participation of end-users, as non-professional developers, in the software development life cycle. Unlike formal software engineering approaches, the focus in EUD on means/ends development is especially relevant to CALL application design, which traditionally suffers from idiosyncratic development efforts, minimal organisational support, and poor documentation practices. With the continued emphasis on teacher-led development in CALL, there is an urgent need to investigate appropriate frameworks, methodologies and tools that assist end-user developers to produce quality-driven, fit-for-purpose CALL applications. To this end, we promote the use of model-driven architectures (MDA) in EUD environments, and describe how MDA strategies lead to better alignment between software engineering and CALL design practices. Our discussion in this article seeks to achieve two objectives: (1) to underscore current limitations and possible future directions in CALL software development; and (2) to inform end-user developers in CALL of an appropriate and accessible software engineering framework for language learning environments.

A software development approach for computer assisted language learning

Over the last 5 years we have developed, produced, tested, and evaluated an authoring software package to produce web-based, interactive, audio-enhanced language-learning material. That authoring package has been used to produce language-learning material in French, Spanish, German, Arabic, and Tamil. We are currently working on increasing accessibility by pooling digital resources and a new project to develop a server-based online assessment package. Having run this software development process through five versions of the authoring package and updated the language material three times, we feel in a position to comment of the application of software lifecycle theory to the specific needs of CALL research and development. Starting from a brief outline of classical software development lifecycle theory, the paper will go through the practical experience gained by our own five iterations, using examples of our work to suggest how the standard theoretical framework can be adapted to the specific needs of CALL. In particular, the fact that there are distinct sets of users of CALL software—teachers and learners—affects the approach. Different sets of requirements have to be balanced and, indeed, even within a group there are differing requirements as teachers can be authors of new material, users of the end product, or both. Ours is a small team that has been involved in all stages of the software development process as well as subsequently using the resulting package to author our own material, using it in the teaching process, and learning new languages ourselves using material produced by our system. This has given valuable and unusual insight into the whole process. On occasions this formal approach has been neglected and the work has sometimes suffered as a result. It will be argued that the computer industry standard approach to modelling, the Unified Modelling Language (UML), is particularly applicable to CALL development and should be more widely used.