Assessing metacognitive knowledge in web-based CALL: a neural network approach |
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| Affiliation: | 1. Faculty of Health and Community Studies, MacEwan University, Robbins Health Learning Centre, Edmonton, Alberta T5J 4S2, Canada;2. Inflammation and Healing Cluster, Faculty of Science, Health, Education and Engineering, University of the Sunshine Coast, Maroochydore, Queensland 4558, Australia;3. Department of Physiology, School of Medical Sciences, University of New South Wales, Sydney, NSW2052, Australia;4. Hotchkiss Brain and Libin Cardiovascular Research Institutes, Department of Physiology & Pharmacology, University of Calgary, AlbertaT2N-4N1, Canada;5. Cardiovascular Research Centre, University of Alberta, Edmonton, AlbertaT6G 2H7, Canada;6. Department of Pharmacology, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, AlbertaT6G 2H7, Canada;1. Department of Psychology, Texas Christian University, USA;2. Department of Psychology, Kent State University, USA |
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| Abstract: | The assessment of learners’ metacognitive knowledge level is crucial when developing computer-assisted language learning systems. Currently, many systems assess learners’ metacognitive knowledge level with pre-instructional questionnaires or metacognitive interviews. However, learners with limited language proficiency may be at a disadvantage in responding to verbal-report interview or questionnaire probes. The goal of this study is to present a neural network model that assesses automatically the learner’s metacognitive knowledge level by observing his/her online browsing behavior. The model is implemented through a multi-layer feed forward neural network. An experiment was conducted to examine the suitability of this model in different Web page structures. One hundred and forty-six college students were categorized into three groups according to three Web page structures: networked, hierarchical, and linear. The experiment results verified the suitability of the proposed model, and the MSEs of assessment of the three groups showed no significant differences with respect to the Web page structures. |
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