Abstract

Intelligent computer assisted language learning (ICALL) applications for Indigenous languages are a relatively new avenue for computer assisted language learning (CALL). CALL allows language learners to practise a wide range of grammatical exercises and receive feedback on their answers outside of class time. ICALL is essential for dynamically producing these exercises for polysynthetic Indigenous languages with complex morphology. To better understand user perceptions and behaviours within an ICALL setting, an in-depth user evaluation of "nêhiyawêtân" (a university-level ICALL application for Plains Cree) was initiated. Five second language learners of Plains Cree were recorded using "nêhiyawêtân" as they completed various grammatical exercises. They were encouraged to report their opinions, thoughts, and observations aloud. Subsequently, observed user reactions and strategies were recorded. This supplied us with potential user errors, strategies, and preferences that allowed us to improve answer feedback and the design and interface of the exercise templates. Moreover, the results of surveys and observations highlighted sociocultural issues that are not seen in mainstream CALL for majority languages. We hope that this evaluation will serve as a guideline for evaluating future ICALL programs for Indigenous and other minority languages.

Citation

Bontogon, M., Arppe, A., Antonsen, L., Thunder, D. & Lachler, J. (2018). Intelligent Computer Assisted Language Learning (ICALL) for "Nêhiyawêwin": An In-Depth User-Experience Evaluation. Canadian Modern Language Review, 74(3), 337-362. Retrieved August 14, 2024 from https://www.learntechlib.org/p/189677/.

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Keywords

• Canada Natives
• College Students
• Computer Assisted Instruction
• Computer Oriented Programs
• educational technology
• Feedback (Response)
• Grammar
• intelligent tutoring systems
• Language Maintenance
• second language learning
• student attitudes
• teaching methods
• Technology Uses in Education
• Tribes