[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595661-105":59,"doc-detail-595661-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","how-can-writing-tasks-be-characterized-in-away-serving-pedagogical-goals-and-automatic-analysis-needs-research","How can Writing Tasks be Characterized in away serving Pedagogical Goals and Automatic Analysis Needs - Research","","The paper addresses how language learning tasks in Intelligent Computer-Assisted Language Learning (ICALL) can be specified to align with current Foreign Language Teaching and Learning goals while also making explicit the Natural Language Processing requirements needed to provide feedback. It proposes an iterative design framework in which pedagogical and computational constraints inform each other. The approach is validated on two EFL writing tasks, analyzing learner-response variability to support automatic assessment and effective NLP strategy design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-can-writing-tasks-be-characterized-in-away-serving-pedagogical-goals-and-automatic-analysis-needs-research/595661/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-can-writing-tasks-be-characterized-in-away-serving-pedagogical-goals-and-automatic-analysis-needs-research/595661.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central question does the paper address in ICALL?","Question",{"text":112,"@type":113},"How language learning tasks can be conceptualized and explicitly specified so they support pedagogical goals while clearly defining the NLP requirements for giving feedback.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What framework does the paper propose?",{"text":117,"@type":113},"A design framework that (a) clarifies formal features of learning activities, (b) characterizes expected vs. elicited learner language, and (c) assesses how response variability affects interpretation and automatic analysis techniques.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the approach validated?",{"text":121,"@type":113},"It is applied to two EFL writing tasks, using analysis to show how spelling out pedagogical and linguistic goals helps characterize both expected and elicited learner responses and supports NLP strategy design.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595661,1792171922,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nHow can Writing Tasks be Characterized in away serving Pedagogical Goals and Automatic Analysis Needs?  \nMartí Quixal and Detmar Meurers  \nAbstract  \nThe paper tackles a central question in the field of Intelligent Computer-Assisted Language Learning (ICALL): How can language learning tasks be conceptualized and made explicit in a way that supports the pedagogical goals of current Foreign Language Teaching and Learning and at the same time provides an explicit characterization of the Natural Language Processing (NLP) requirements for providing feedback to learners completing those tasks? We argue that the successful implementation of language learning tasks that can be automatically assessed demands a design process in which both pedagogical and computational requirements feed each other.  \nExtending well-established work in Task-Based Instruction (TBI) and Language Testing, we propose a framework that helps us (a) elucidate the formal features of foreign language learning activities, (b) characterize the relation between the expected and the actually elicited learner language, and (c) assess how the variability in the learner responses impacts interpretation and computational techniques for the automatic analysis of learner language.  \nTo validate our approach we apply the framework to two writing tasks for learners of English as a foreign language. Our analysis highlights the relevance of spelling out the pedagogical and linguistic goals of language learning tasks in order to successfully characterize the language expected and actually elicited in learner responses, to evaluate the realization of the task, and to support the design of effective NLP strategies. Given the combination of design-and data-driven perspectives, the framework supports an iterative approach to the creation of language learning tasks and ICALL materials.  \nKeywords: ICALL task design; task-based CALL; automatic assessment  \nAffiliation  \nSeminar für Sprachwissenschaft and LEAD Graduate School Eberhard-Karls-UniversitätTübingen.  \n[email: marti.quixal@gmail.com](email: marti.quixal@gmail.com) (corresponding author)  \ncalico journal vol 33.1 2016 19–48 doi : 10.1558/cj.v33i1.26543  \n©2016, equinox publishing   \n20 How can Writing Tasks be Characterized  \n1. Introduction and motivation  \nSince the late 1970s, researchers in Natural Language Processing (NLP), Foreign Language Teaching and Learning (FLTL), and Second Language Acquisition (SLA) have worked on the design, development, and integration of computer-delivered language learning materials supporting the automatic evaluation of language-mediated responses (Heift & Schulze, 2007; Weischedel & James, 1978) . While there have been some successful projects coupling pedagogical needs with computational capabilities (cf. Schulze, 2010), the dialog between FLTL and NLP has been full of controversy (Borin, 2002; Heift & Schulze, 2007; Salaberry, 1996) . The lack of state-of-the-art NLP analyses integrated in CALL is as frequently criticized as the lack of pedagogically motivated activities and the perceived unreliability of the NLP. This has in general prevented CALL systems integrating NLP from being perceived as relevant for Communicative Language Teaching (CLT) (Heift & Schulze, 2007: 1, 221) .  \nAt the same time, connecting NLP to CLT is crucial given its widespread adoption both as a research and as an instruction paradigm (Brown 2007: p. 241; Ellis, 2003: Ch. 1; Richards & Rodgers, 2001) . As argued in Amaral & Meurers (2011: 9–11), for systems to be compatible with CLT approaches, they must be able to process meaning (also referred to as content) as well as form. In addition, for current language technology to be effective and efficient, constraining the language to be elicited from learners is absolutely central (Amaral & Meurers, 2011: 10). It is not generally possible to reliably interpret learner language without taking the nature of the task an","cbCaieuhSkYKGbaT","https://ap.wps.com/l/cbCaieuhSkYKGbaT","pdf",1661271,"English","# Introduction and motivation\n## Tasks as the connecting point between FLTL and NLP","[{\"question\":\"What central question does the paper address in ICALL?\",\"answer\":\"How language learning tasks can be conceptualized and explicitly specified so they support pedagogical goals while clearly defining the NLP requirements for giving feedback.\"},{\"question\":\"What framework does the paper propose?\",\"answer\":\"A design framework that (a) clarifies formal features of learning activities, (b) characterizes expected vs. elicited learner language, and (c) assesses how response variability affects interpretation and automatic analysis techniques.\"},{\"question\":\"How is the approach validated?\",\"answer\":\"It is applied to two EFL writing tasks, using analysis to show how spelling out pedagogical and linguistic goals helps characterize both expected and elicited learner responses and supports NLP strategy design.\"}]","How can Writing Tasks be Characterized in away serving Pedagogical Goals and Automatic Analysis Needs - Research | PDF",1792081579,76]