Conceptualizing student models for ICALL

Abstract

Student models for Intelligent Computer Assisted Language Learning (ICALL) have largely focused on the acquisition of grammatical structures. In this paper, we motivate a broader perspective of student models for ICALL that incorporates insights from current research on second language acquisition and language testing. We argue for a student model that includes a representation of the learner's ability to use language to perform tasks as well as an explicit activity model that provides information on the language tasks and the inferences for the student model they support. © Springer-Verlag Berlin Heidelberg 2007.