| Project/Area Number |
23K12235
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| Research Category |
Grant-in-Aid for Early-Career Scientists
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| Allocation Type | Multi-year Fund |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Kanda University of International Studies |
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Principal Investigator |
MOELJADI David 神田外語大学, 外国語学部, 講師 (60928290)
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| Project Period (FY) |
2023-04-01 – 2026-03-31
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| Project Status |
Granted (Fiscal Year 2023)
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| Budget Amount *help |
¥2,470,000 (Direct Cost: ¥1,900,000、Indirect Cost: ¥570,000)
Fiscal Year 2025: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
Fiscal Year 2024: ¥910,000 (Direct Cost: ¥700,000、Indirect Cost: ¥210,000)
Fiscal Year 2023: ¥780,000 (Direct Cost: ¥600,000、Indirect Cost: ¥180,000)
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| Keywords | learner corpus / Indonesian language / language education / error annotation / feedback system |
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| Outline of Research at the Start |
An error-annotated learner corpus is a very useful source to know types and frequencies of mistakes made by foreign language learners. It can also be employed to develop a Computer Assisted Language Learning system which can provide accurate and immediate feedback. In this research, I focus on the Indonesian language writing skill of Japanese university students taking Indonesian language courses, particularly at Kanda University of International Studies, Tokyo University of Foreign Studies, and Ritsumeikan Asia Pacific University.
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| Outline of Annual Research Achievements |
In 2023 I have gathered more than 1200 written assignments (essays) from more than 300 students (all students gave their consent). The students are from 6 universities: Kanda University of International Studies (KUIS), Tokyo University of Foreign Studies (TUFS), Ritsumeikan Asia Pacific University (APU), Sophia University, Chuo University, and Keio University.
I have made and revised an error tagset which currently consists of 4 categories (lexical, grammatical, spelling, and other errors) and 48 error tags. As for the annotation software, I use UAM Corpus Tool version3. I employed 4 Japanese students from KUIS to input the data from the consent forms and to type the handwritten assignments. Four Indonesian teachers from KUIS, TUFS, and APU annotated the corpus.
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
Initially, my plan was to gather students' essays from 30 students from 3 universities in Japan (KUIS, TUFS, and APU). However, I managed to gather more than 1200 essays from more than 300 students from 6 universities. Because of the large amount of essays I gathered, the annotation process has not finished yet. At present approximately less than one fourth of the essays have been annotated and checked. In addition, I planned to release the annotated corpus in the first year, but because of the reason mentioned above, I am planning to do it after all the essays have been annotated and checked.
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| Strategy for Future Research Activity |
During my presentation in a research meeting at TUFS, I received some feedbacks from Malay/Indonesian lecturers and experts. They suggested me to focus on building the learner corpus for 3 years instead of building it for only one year and spend the next two years to develop an automated writing support for students. Building a learner corpus is time consuming and labor consuming. However, it is very important not only for language teaching but also for grammar research and other research purposes. Building a useful and good quality of data source (corpus) is already a big project. Thus, I would like to continue gathering more essays from students and, at the same time, annotating the errors in the essays.
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