Dialog-based Computer Assisted Language Learning System

We are developing Diaglog-based language learning game. It is an educational game designed for language learners to convey interactive conversations with in-game characters in interactive immersive environments, such as post office, library, shops, on the street, etc. Students have meaningful interactions with Non Player Characters to complete tasks in each game mission.

  • Scenario
  • For the domains that students were exposed to, we selected such domains as path-finding, market, post office, library, and movie theater to ensure having students practice conversations in everyday life setting. So far, five missions have been developed as a form of game and each mission consists of three main tasks, which again is composed of pre- and post- courses. Between missions, a path-finding pre-task is implemented. Before they started with the game, students were supposed to be familiar with the mission objective and the particular tasks, then, they were introduced with important vocabulary and useful expressions during the pre-course. For example, students should understand the meaning of some key words, including zip-code., insure., and over-night letter. and utter some key sentential expressions like How much does it cost to send a package? to successfully accomplish missions in the post office. These lessons were conducted during the pre-course before the main mission was introduced. The first mission that occurred in the post office was to send a camera to one.s uncle in England. The package must be insured and delivered by the next week. In order to send the package, a student must fill in the zip-code properly. After completing each task, students were asked to review what they had learned in the previous task. Then, some comprehension questions were given to check whether or not they fully understood the content (e.g., If the insured package is lost, what will happen?.)


  • Wizard of Oz Dialog Corpus Collection
  • We conducted an experiment at several elementary schools in Korea to investigate the affective effects of DB-LLG. A total of 10 elementary students were recruited by an English teacher of each school for the experiment and each of the participants was met in a quiet classroom with one hour interval. The proficiency level of the participants was equivalent to advanced EFL learners. All the participants were in the 6th grades, ranging from 12 to 13 years old. Participants were instructed to speak with the computer characters who responded based on the input students provided to them. For data collection, the participant (user) and the operator (English teacher) were put in a separate room and played the game via network communication.


  • Holistic Human Computer Interface
  • Our group is currently involved in a project called POSTECH Immersive English Study (Pomy). The program allows users to exercise their visual, aural and tactual senses to receive a full immersion experience to develop into independent EFL learners and increase their memory and concentration abilities to a greatest extent. It employs spoken-dialog technology which enables computers to speak with humans.

  • Flexible Dialogue Modelling