Trust with Autonomous Intelligence Systems to Promote Adoption in Assistive Technologies: A Literature Review

While advancements in machine learning are increasing rapidly, very little progress has been made in its mass adoption despite its benefits in assistive technologies for older adults. By examining how users interact with smart technologies, characteristics of trust can be identified and enhanced to increase adoption of the next generation of assistive systems. The current study conducted a literature review to understand better how trust with autonomous systems is formed and maintained. Twenty-two pertinent articles were identified in which three themes emerged. First, people tend to forgive human errors more than errors made by machines -- meaning mistrust is exaggerated when systems make mistakes. Second, the development of trust depends on how the system solves the tasks it is assigned, for instance if a user does not believe the system acted in an “ethical way,” distrust may form and the continuation of adoption is decreased. Lastly, trust depends on the situation and the risk/reward associated with using the system, for example the trust needed to board an autonomous plane differs from that for a simple grammar correction. Taken together, the black box ideology of autonomous systems may be an issue that prevents trust in them to be formed and maintained. Promising future directions are to create machine language translators that improve transparency of autonomous system behaviors (i.e., explainability). Even if assistive technologies are created to aid older adults -- the lack of focus on understanding the factors that foster trust may dampen their actual use.

A Review of Grammar Corrective Feedback: The Learning Experience in China’s English Classes

Grammar correction is a common means of instruction in second language classes. However, whether or not to conduct grammar correction is a controversial issue that has triggered researchers’ debates. In China, grammar correction can always be seen in English writing and oral classes. This paper reviews the fundamental theory of grammar correction and discusses the relative merits of grammar correction in the English teaching practice of China by analysing the author’s English learning experience. All in all, grammar correction is recommended as an important teaching method in China’s English classes for learners can benefit from the corrective feedback with proper instructing strategies. The correction with improper strategies will evoke learners’ negative feelings, but they may still extract useful information from it if the feedback itself is effective. Thus, teachers should not overlook or underestimate learners’ ability of self-reflection and autonomic learning during the process of grammar correction. Besides, it is of great concern for teachers to comfort learners’ emotion to ensure the effectiveness of grammar corrective feedback.

Proofing Tools in Microsoft Office Word 2019: The Application in Indonesian Language

Microsoft Office Word 2019 has grammar correction in various languages, one of which is Indonesian. This paper aims to explore the features of the spelling and inspection tools of Microsoft Office Word 2019. This verification tool was tested with Indonesian linguistic units, compound words, affixes, and particles. In addition, the testing was also carried out on Indonesian punctuation. From this research it was found that the Microsoft Office Word 2019 system proofing tools only works best when errors occur in words and reduplication. This tool cannot detect errors in using punctuation, errors at the syntactical level and at the semantic level. The realm of sentences and meanings did not pass this test.

Optimalisasi Pengajaran Bahasa Inggris Gratis melalui Weekly English Meeting

Peranan bahasa Inggris yang sangat vital dalam era globalisasi ini memaksa generasi muda di dunia memiliki tekad yang kuat untuk menguasainya sebagai tujuan komunikasi, termasuk Indonesia. Akan tetapi pelajar terkendala oleh kurangnya alokasi waktu yang disediakan untuk belajar bahasa Inggris di sekolah dan juga tidak mencukupinya biaya untuk mengambil tambahan pembelajaran di tempat kursus. Keadaan ini mengharuskan para praktisi pendidikan untuk memikirkan solusi sehingga tim dosen STMIK Bina Adinata dan Bulukumba English meeting club (BEMC) bekerja sama dalam menyediakan fasilitas pendidikan gratis bagi pelajar dalam sebuah kegiatan weekly English meeting. Kegiatan ini dilaksanakan di Kabupaten Bulukumba, Sulawesi Selatan setiap hari Minggu pada pukul 14.00 – 17.30 WITA di lingkungan terbuka. Terdapat 30-35 orang tiap minggunya yang akan dibagi menjadi beberapa kelompok kecil dengan duduk melantai membentuk lingkaran sehingga terjadi face to face interaction. Terdapat dua kegiatan inti yang dilaksanakan tiap pertemuan yaitu grammar class dan General English Meeting dengan item kegiatan meliputi Opening/ Welcome Speech, Self Introduction, Discussion/Debate (hot issues), Telling Story, Games/ entertainment, Grammar Correction/ vocabulary building, finding information dan Closing Speech. Kegiatan pengabdian yang rutin dilakukan setiap minggu ini mendapat antusias dan respon yang positif dari masyarakat dan pemerintah. Terbukti dengan semakin bertambahnya jumlah peserta yang mengikuti kegiatan dari minggu ke minggu sehingga membutuhkan tambahan volunteer instruktur bahasa Inggris. Hasil observasi selama beberapa kali pertemuan memperlihatkan banyaknya perubahan positif yang dialami pelajar yaitu bertambahnya kosakata dan pemahaman penggunaan struktur bahasa Inggris, meningkatkan rasa percaya diri, memperbanyak teman dan memperluas jaringan serta meningkatkan rasa tanggung jawab.

CHINESE GRAMMAR AUTO-CORRECT WEBSITE CHINESEGRAMMARCHECKER.COM DEVELOPMENT MODEL

In the process of learning and using Chinese, Indonesia students may have grammatical errors due to negative migration of their native language. At present, there is no Mandarin grammar correction website or application that can answer the needs of Mandarin learners. Therefore, researchers want to try to provide a website chinesegrammarchecker.com that can answer the needs of Chinese language learners in Indonesia so as to facilitate Chinese language learners in mastering Chinese grammar. Hope researchers are learners can learn independently in making sentences in Chinese using proper and correct Chinese grammar. The method used in this study is a qualitative approach. The researcher will collect basic level Chinese grammar patterns in the textbooks used in the Chinese Language I courses, namely Er Ya Basic Chinese: Comprehensive Course (I) and Basic Chinese: Comprehensive Course (II). Then from these patterns user can check their sentences on this website. After the website chinesegrammarchecker.com was completed, then it was tested for several users to see the advantages and disadvantages of this website chinesegrammarchecker.com.

Improvement in the Quality of Students’ Writings: Six Case Studies

The purpose of this study was to examine whether writing practice without grammatical feedback improved the quality of high school students’ essays. Japanese 12th grade students wrote a series of essays on assigned topics as homework. Two cases were given explicit grammatical correction as feedback and the other cases were given only communicative feedback related to the content. Even though students were not instructed to write as much as possible, over the course of the study their essays grew longer overall and had more words per sentence as well as a greater variety of words used. One factor in this growth, noted in an impressionistic rating of the quality of the essays, was the increase in the number of postnominal modifiers. The results suggested that freewriting exercises improve the overall quality of students’ writing and their ability to use the grammar and vocabulary they know to communicate in English without grammar correction feedback. この研究の目的は、文法訂正のフィードバックを受けること無しに、自由作文の上達が期待できるかどうか調べることであった。日本人高校3年生が、授業外の活動として、タイトルの与えられた自由作文を練習した。そのうち、明示的な文法訂正のフィードバックを受けた2例と、内容に対するコメントをフィードバックされた4例について、時間の経過によるテキストの変化を調査した。どの学習者も、多くの量を書くように指示されなくても、練習回数が増えるにつれ、全体での使用語数が増える傾向にあることが分かった。この伸びの一つの要因として、また、作品への質の評価が高まったという印象の要因として、後置修飾の使用が増えたことがあった。以上の実験とケーススタディでは、文法訂正のフィードバックがなくても、書くことによって全体的に生徒のライティングの質は向上し、英語でコミュニケーションをとるための文法や語彙使用に伸びが見られた。

What we need to know about student writers’ grammar learning and correction

The question of whether grammar learning and correction is effective for second language writing development depends on students’ needs and tendency to study grammar. While the extent of the influence of grammar learning, grammar correction, and learner beliefs on second language writing for English as a second language settings and learners has been heavily debated, little of the research has considered the backgrounds and beliefs of English as a foreign language (EFL) learners. To explore factors that have influenced EFL students’ writing, the current study investigated beliefs regarding grammar learning and correction of 306 EFL students studying at universities of science and technology. An exploratory factor analysis was performed on questionnaire data gathered from the Taiwanese EFL student writers. The analysis uncovered four significant factors including (1) emphasis on the connection between grammar learning and writing, (2) positive attitude towards analyses of grammar rules, (3) positive attitude towards written correction, and (4) negative attitude towards oral correction. Qualitative data gathered through ten open-ended questions further indicated that EFL student writers welcomed teachers’ written correction of grammar errors especially when grammar correction was received for writing produced during writing tasks tailored to students’ future work-related needs. Pedagogical implications and future materials development for university of science and technology EFL student writers were discussed.