ABSTRACT
In this chapter, we first discuss developments and challenges on the interdisciplinary synergy between SCT and intelligent computer-assisted language learning (ICALL). We then illustrate this synergy with a research project that documents L2 microgenetic development in an ICALL context. In this illustrative study, we examine the effectiveness of a graduated approach to corrective feedback (feedback progressing from implicit and general to explicit and specific, see Aljaafreh & Lantolf, 1994) in a web-based ICALL system to support L2 development of the Chinese ba-construction among college-level L2 Chinese learners. The algorithm of the system analyzes the syntactic elements (e.g., ba-particle, perfective marker -le, word order, grammatical object, verb complement) of language produced by learners and provides corrective feedback based on the types of errors learners make. The results show that the graduated approach to corrective feedback is effective in helping learners to self-identify and self-correct a number of grammatical issues, although an onsite tutor provides necessary remedies when the ICALL system occasionally fails to do its part.
