Shared Task on Feedback Comment Generation for Language Learners

In this paper, we propose a generation challenge called Feedback comment generation for language learners. It is a task where given a text and a span, a system generates, for the span, an explanatory note that helps the writer (language learner) improve their writing skills. The motivations for this challenge are: (i) practically, it will be beneficial for both language learners and teachers if a computer-assisted language learning system can provide feedback comments just as human teachers do; (ii) theoretically, feedback comment generation for language learners has a mixed aspect of other generation tasks together with its unique features and it will be interesting to explore what kind of generation technique is effective against what kind of writing rule. To this end, we have created a dataset and developed baseline systems to estimate baseline performance. With these preparations, we propose a generation challenge of feedback comment generation.

The Use of English Idioms in the Performance of Syrian EFL Students at Al-Baath University

This study investigates the problems and difficulties that Syrian EFL undergraduate students face in learning English idioms. The study aims to examine the students' competence in English idiomatic expressions and their ability to predict their meanings in different contexts based on their first language transfer, and whether there is a significant difference between the participants' productive and receptive knowledge of idioms.

The Use of Now by Syrian Learners of English

This paper examines the ability of Syrian learners of English to use now as a discourse particle. The paper focuses on determining the extent to which Syrian learners are aware of the various functions of now.

On Arab EFL Learners’ Use of Collocational Information in Electronic Dictionaries

Although research about the use of collocations is growing, there seems to be no single study, to the best of my knowledge, which addresses how electronic dictionaries impact users’ collocational thresholds. This empirical study has been carried out to bridge this gap in the research literature and assess the collocational competence of Arabic-speaking learners of English. The main focus is on their ability to judge the acceptability of verb-noun collocations using electronic dictionaries on CD-ROMs which are claimed to be much more than an ‘ordinary’ reference work.

Comparative Literature: Its Implications for Yemeni Learners of English

This paper deals with Comparative Literature (CL) as it can be employed in Teaching Literature. After surveying the importance of CL as a whole, it proposes that CL can enhance teaching literature to Yemeni learners of English.