The effect of using negative knowledge based intelligent tutoring system evaluator software to the academic success in English language education

2019 ◽  
Vol 15 (4) ◽  
pp. 245-261 ◽  
Author(s):  
Ümit Demir
Keyword(s):  
Academic Success ◽  
English Language ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Language Education ◽  
Tutoring System ◽  
English Language Education ◽  
Negative Knowledge ◽  
Knowledge Based

scholarly journals Theoretical Constructs and Practical Strategies for Intercultural Communication

2019 ◽  
Vol 1 (1) ◽  
pp. 43-53
Author(s):  
Tung Ngoc Vu
Keyword(s):  
Academic Success ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
Language Education ◽  
Social Needs ◽  
Linguistic Features ◽  
English Language Education ◽  
Intercultural Communication Competence ◽  
Positive Attitudes

Delving into English language education in Vietnam, this theory-oriented article aims to generate a new debate on critical cultural awareness (CCA) in light of increasing literature on intercultural communication competence (ICC), thus offering practical implementations to academic agents. Once ICC is strongly considered indispensable within communication, CCA can strengthen the power of sociocultural and psychological relationships. This study specifies the role of intercultural communication, aiming to develop Vietnamese learners to reach beyond abstract linguistic features towards language awareness by engaging in cultural and societal plurality. Seemingly, they need use language that advocate the enactment of change, fostering their abilities in their civic life. Coupled with that, they are obliged for learning the power of positive attitudes in terms of intercultural engagement, such as sympathy towards and acceptance of differences. Critical cultural awareness as a contribution to intercultural communication drives two primary aspects, namely social and psychological dimensions. In addition to dragging learners out of traditionally perceived skills related to native-like competences, the framework application expands potential goals and instructional steps that cover learning based on learner voice reflected upon privilege and power. Apparently, it is relevant in response to learning environment driven by social mechanisms which focus on citizenship, expecting that they learn and possess knowledge for certain purposes relating to career goals and social needs. Comprehensively, this study will outline the short examination of language education in Vietnam as a way to understand existing hindrances to be resolved. It anchored this analysis in a theoretical paradigm: critical cultural awareness, which is then critically embedded to involve social and psychological pedagogies. This enables to shift learners’ desire and willingness that hone their learning skills which influences academic success and communicative adaptability. Pedagogical implications are also suggested.

Intelligent Language Tutoring System

2019 ◽  
Vol 15 (3) ◽  
pp. 60-74 ◽  
Author(s):  
Dara Tafazoli ◽  
Elena Gómez María ◽  
Cristina A. Huertas Abril
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Language Processing ◽  
Teaching And Learning ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Language Education ◽  
Computer Assisted ◽  
Tutoring System ◽  
Tutoring Systems

Intelligent computer-assisted language learning (ICALL) is a multidisciplinary area of research that combines natural language processing (NLP), intelligent tutoring system (ITS), second language acquisition (SLA), and foreign language teaching and learning (FLTL). Intelligent tutoring systems (ITS) are able to provide a personalized approach to learning by assuming the role of a real teacher/expert who adapts and steers the learning process according to the specific needs of each learner. This article reviews and discusses the issues surrounding the development and use of ITSs for language learning and teaching. First, the authors look at ICALL history: its evolution from CALL. Second, issues in ICALL research and integration will be discussed. Third, they will explain how artificial intelligence (AI) techniques are being implemented in language education as ITS and intelligent language tutoring systems (ITLS). Finally, the successful integration and development of ITLS will be explained in detail.

scholarly journals Development of an Intelligent Tutoring System Using Bayesian Networks and Fuzzy Logic for a Higher Student Academic Performance

2020 ◽  
Vol 10 (19) ◽  
pp. 6638
Author(s):  
Meltem Eryılmaz ◽  
Afaf Adabashi
Keyword(s):  
Fuzzy Logic ◽  
Academic Performance ◽  
Academic Success ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Learning System ◽  
Analysis Of Covariance ◽  
Tutoring System ◽  
Post Test ◽  
E Learning

In this experimental study, an intelligent tutoring system called the fuzzy Bayesian intelligent tutoring system (FB-ITS), is developed by using artificial intelligence methods based on fuzzy logic and the Bayesian network technique to adaptively support students in learning environments. The effectiveness of the FB-ITS was evaluated by comparing it with two other versions of an Intelligent Tutoring System (ITS), fuzzy ITS and Bayesian ITS, separately. Moreover, it was evaluated by comparing it with an existing traditional e-learning system. In order to evaluate whether the academic performance of the students in different learning groups differs or not, analysis of covariance (ANCOVA) was used based on the students’ pre-test and post-test scores. The study was conducted with 120 undergraduate university students. Results showed that students who studied using FB-ITS had significantly higher academic performance on average compared to other students who studied with the other systems. Regarding the time taken to perform the post-test, the results indicated that students who used the FB-ITS needed less time on average compared to students who used the traditional e-learning system. From the results, it could be concluded that the new system contributed in terms of the speed of performing the final exam and high academic success.

Research on Knowledge-Based Intelligent Tutoring System

2011 ◽  
Vol 55-57 ◽  
pp. 1424-1429
Author(s):  
Zhen Zhen Yi ◽  
Ke Zhao ◽  
Ya Tao Li ◽  
Wei Xu
Keyword(s):  
Data Mining ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Agent Technology ◽  
Tutoring System ◽  
Language Understanding ◽  
Automatic Reasoning ◽  
Resource Modeling ◽  
Class A ◽  
Knowledge Based

Aiming at students’ learning process, and based on the analysis of tutorship rules of students’ learning after class, a Knowledge-Based Intelligent Tutoring System is given. The system comprehensively uses agent technology, the knowledge-based automatic reasoning, resource modeling for knowledge classification, field natural language understanding, data mining, computer networks, databases and other technologies. It creates a student-oriented self-motivated learning environment in which students can learn abundant knowledge of one or many subjects, send the problems encountered in their own learning to the system server by network, and get real-time multiple tutorship information as an excellent teacher do.

scholarly journals Modeling Human-Like Robustness in an Intelligent Tutoring System

1970 ◽  
Vol 3 (1) ◽  
pp. 2-8
Author(s):  
Hameedullah Kazi ◽  
Peter Haddawy ◽  
Siriwan Suebnukarn
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Intelligent Tutoring System ◽  
Medical Problem ◽  
Knowledge Based Systems ◽  
Tutoring System ◽  
Tutoring Systems ◽  
Specific Solution ◽  
Knowledge Based ◽  
Narrow Scope

Intelligent tutoring systems are no different from other knowledge based systems in that they are often plagued by brittleness. Intelligent tutoring systems for problem solving are typically loaded with problem scenarios for which specific solutions are constructed. Solutions presented by students, are compared against these specific solutions, which often leads to a narrow scope of reasoning, where students are confined to reason towards a specific solution. Student solutions that are different from the specific solution entertained by the system are rejected as being incorrect, even though they may be acceptable or close to acceptable. This leads to brittleness in tutoring systems in evaluating student solutions and returning appropriate feedback. In this paper we discuss a few human-like attributes in the context of robustness that are desirable in knowledge based systems. We then present a model of reasoning through which a tutoring system for medical problem-based learning, can begin to exhibit human-like robust behavior in evaluating solutions in a broader context using UMLS, and respond with hints that are mindful of the partial correctness of the student solution.

scholarly journals Sympathy for the devil? A defence of EAP

2018 ◽  
Vol 51 (3) ◽  
pp. 383-399 ◽  
Author(s):  
Ken Hyland
Keyword(s):  
Academic Success ◽  
Academic Writing ◽  
English Language ◽  
Academic Research ◽  
Language Education ◽  
English For Academic Purposes ◽  
English Language Education ◽  
Postgraduate Students ◽  
University Life ◽  
Service Activity

The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

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