Learning English as a second language: towards the “Mayday” intelligent educational system

Abstract The user of an Intelligent Educational System (IES) calls on computer-based tools to carry out learning activities: this interaction constitutes the Task Level (TL). A full IES should also be able to support a Discussion Level (DL) interaction with the learner, which comprises advice, guidance, reflection, evaluation, planning and other meta-level interactions that build on and refer to TL activities. If it proves possible to develop IESs in which the DL and TL interactions are to some extent decoupled , i.e. less than complete knowledge of TL events is used to support DL interactions, then the notoriously difficult task of developing full “intelligent tutors” may be avoided. To investigate such IESs we have chosen as the target domain “lexical expertise” in the learning of English as a Second Language (ESL). Learners use computer-based resources, such as dictionary, thesaurus and more specialized tools, as they undertake TL learning activities to promote their lexical expertise. We study how expert ESL teachers support a DL interaction with these learners as they work at the computer, with the aim of developing computer modules to support a somewhat-decoupled DL interaction. The IES would thus consist of the tools and resources used by the learner at the TL, plus the module that can provide some advice and guidance at the DL.