Visualizing Errors for Self-correcting Discrepancy between Thinking and Writing

The aim of our research is to realize a system for supporting English composition in second language learning which allows learners to compose some sentences and gain appropriate awareness of their errors in the sentences with indirect information from the system. Learners often make errors, and they can learn from them. In order to learn from the errors, learners need to first be aware of the errors; preferably by themselves or by indirect information. However, learners may fail to notice the errors or they may lack correct awareness of their errors unless they are given good stimuli (i.e., indirect information) from the outside. This paper proposes a method when and how the system provides stimuli to the learners, describes its implementation briefly, and reports validity of the method. We adopt a method of visualizing learners' errors as indirect information for the learners.