"Themen" und der Computer (Themes and the Computer)

Mathias Schulze

This report describes a project that used the computer-assisted instruction in conjunction with a textbook in a 3-year beginning German language class at a British university. Students received 6 hours per week of German language instruction: 2...

"Textana"--Text Production in a Hypertext Environment

Mathias Schulze

Computer Assisted Language Learning Vol. 10, No. 1 (1997) pp. 71–82

Reports on the exploratory phase of a computer assisted language learning project designed to provide a package enabling students of German as a second language to develop their reading and writing skills, learn new vocabulary and syntactical...

AI in CALL--Artificially Inflated or Almost Imminent?

Mathias Schulze

CALICO Journal Vol. 25, No. 3 (May 2008) pp. 510–527

The application of techniques from artificial intelligence (AI) to CALL has commonly been referred to as intelligent CALL (ICALL). ICALL is only slightly older than the "CALICO Journal", and this paper looks back at a quarter century of published...

Grammatical Errors and Feedback: Some Theoretical Insights

Mathias Schulze

CALICO Journal Vol. 20, No. 3 (2003) pp. 437–50

Discusses selected theoretical aspects of providing error feedback for language learners. Theoretical considerations concerning the dialog with the learner about linguistic errors are discussed, and some conclusions for computer assisted language...

Checking Grammar--Teaching Grammar

Mathias Schulze

Computer Assisted Language Learning Vol. 11, No. 2 (1998) pp. 215–27

Discusses selected theories of second-language acquisition and their implications for developing a computer-assisted language-learning tool for learners of German,"Textana." Textana was planned as a generic text production tool to provide help to...

Student Modeling and Ab Initio Language Learning

Trude Heift; Mathias Schulze

System: An International Journal of Educational Technology and Applied Linguistics Vol. 31, No. 4 (2003) pp. 519–35

Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support...

Learning Trajectories and the Role of Online Courses in a Language Program

Mathias Schulze; Kyle Scholz

Computer Assisted Language Learning Vol. 31, No. 3 (2018) pp. 185–205

Currently there is a push toward offering more language courses online because they can provide students with new forms of social and learning interaction, widen their access to education, and offer an individualized learning experience in large...

Error Diagnosis and Error Correction in CALL

Trude Heift; Mathias Schulze

CALICO Journal Vol. 20, No. 3 (2003) pp. 433–36

Introduces this special issue of the journal, which focuses on an important aspect of learner language--linguistic errors. Each of the nine articles are highlighted. (Author/VWL)

Construction Grammar in ICALL

Mathias Schulze; Nikolai Penner

Computer Assisted Language Learning Vol. 21, No. 5 (December 2008) pp. 427–440

The choice of grammatical framework in ICALL--the branch of CALL that applies artificial intelligence techniques--has important implications for both research and development. Matthews (1993) argued for one "that potentially meshes with SLA (second...

Going in Cycles: Courseware and Material Development for Written Communication

Mathias Schulze; Grit Liebscher

CALICO Journal Vol. 27, No. 3 (May 2010) pp. 554–563

The development of both the materials for an intermediate-level hybrid German writing course and the software in a virtual learning environment for the course may be viewed as activity systems. Viewing the individual components of each system as...

Group Work in a Technology-Rich Environment

Nikolai Penner; Mathias Schulze

Journal of Interactive Learning Research Vol. 21, No. 1 (January 2010) pp. 111–137

This paper addresses several components of successful language-learning methodologies—group work, task-based instruction, and wireless computer technologies—and examines how the interplay of these three was perceived by students in a second-year...

Topics: Attitudes, Educational Technology, Instructional Design, Computers, Learning Objects, Learning Management Systems, Languages, Post Secondary Education, Students