Summary of the paper

Title Modeling Language Proficiency Using Implicit Feedback
Authors Chris Hokamp, Rada Mihalcea and Peter Schuelke
Abstract We describe the results of several experiments with interactive interfaces for native and L2 English students, designed to collect implicit feedback from students as they complete a reading activity. In this study, implicit means that all data is obtained without asking the user for feedback. To test the value of implicit feedback for assessing student proficiency, we collect features of user behavior and interaction, which are then used to train classification models. Based upon the feedback collected during these experiments, a student’s performance on a quiz and proficiency relative to other students can be accurately predicted, which is a step on the path to our goal of providing automatic feedback and unintrusive evaluation in interactive learning environments.
Topics Profiling, Acquisition
Full paper Modeling Language Proficiency Using Implicit Feedback
Bibtex @InProceedings{HOKAMP14.1126,
  author = {Chris Hokamp and Rada Mihalcea and Peter Schuelke},
  title = {Modeling Language Proficiency Using Implicit Feedback},
  booktitle = {Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14)},
  year = {2014},
  month = {may},
  date = {26-31},
  address = {Reykjavik, Iceland},
  editor = {Nicoletta Calzolari (Conference Chair) and Khalid Choukri and Thierry Declerck and Hrafn Loftsson and Bente Maegaard and Joseph Mariani and Asuncion Moreno and Jan Odijk and Stelios Piperidis},
  publisher = {European Language Resources Association (ELRA)},
  isbn = {978-2-9517408-8-4},
  language = {english}
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