{"title":"人工智能在外语学习与教学中的应用","authors":"T. O. S. Chmidt, Homas S Trasser","doi":"10.33675/angl/2022/1/14","DOIUrl":null,"url":null,"abstract":"teachers, as well as usage data provided by the software to explore, in particular, the conditions and effects of adaptive, individualized practice with intelligent feedback and scaffolding on classroom-based communicative task performance and language learning processes in general. The study combines a quantitative study of approximately 30 classrooms in Baden-Württemberg and North Rhine-Westphalia with a qualitative analysis of two classrooms in Hamburg. First results are expected for spring 2022.","PeriodicalId":42547,"journal":{"name":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","volume":"4 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"Artificial Intelligence in Foreign Language Learning and Teaching\",\"authors\":\"T. O. S. Chmidt, Homas S Trasser\",\"doi\":\"10.33675/angl/2022/1/14\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"teachers, as well as usage data provided by the software to explore, in particular, the conditions and effects of adaptive, individualized practice with intelligent feedback and scaffolding on classroom-based communicative task performance and language learning processes in general. The study combines a quantitative study of approximately 30 classrooms in Baden-Württemberg and North Rhine-Westphalia with a qualitative analysis of two classrooms in Hamburg. First results are expected for spring 2022.\",\"PeriodicalId\":42547,\"journal\":{\"name\":\"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK\",\"volume\":\"4 1\",\"pages\":\"\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.33675/angl/2022/1/14\",\"RegionNum\":4,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LITERATURE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"ZEITSCHRIFT FUR ANGLISTIK UND AMERIKANISTIK","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.33675/angl/2022/1/14","RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LITERATURE","Score":null,"Total":0}
Artificial Intelligence in Foreign Language Learning and Teaching
teachers, as well as usage data provided by the software to explore, in particular, the conditions and effects of adaptive, individualized practice with intelligent feedback and scaffolding on classroom-based communicative task performance and language learning processes in general. The study combines a quantitative study of approximately 30 classrooms in Baden-Württemberg and North Rhine-Westphalia with a qualitative analysis of two classrooms in Hamburg. First results are expected for spring 2022.
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