Second Language Research Forum 2015 at GSU, Atlanta, GA

Dear colleagues,

The Department of Applied Linguistics and ESL at Georgia State University is excited to be hosting this year’s Second Language Research Forum (SLRF), October 29-31, in Atlanta, GA. The call for papers is included below and available from the following website:

Confirmed plenary speakers include Nick Ellis, Kim McDonough, Magali Paquot, and Naoko Taguchi.

Feel free to contact the SLRF organizing team at if you have any questions.

Thanks – and we hope to see many of you in Atlanta in October!



SLRF@ATL: Application, Context, Language Use

October 29-31, 2015

Department of Applied Linguistics & ESL

Georgia State University

Atlanta, Georgia




Abstract Submission Deadline: Friday, May 1, 2015 (11:59 pm Eastern Standard Time)

Notification of Acceptance: early June 2015


Abstract Submission Deadline: Friday, April 3, 2015 (11:59 pm Eastern Standard Time)

Notification of Acceptance: late April 2015


The Department of Applied Linguistics & ESL at Georgia State University is pleased to host the 34th Second Language Research Forum (SLRF) in Atlanta, Georgia, on October 29-31, 2015.

We invite proposals for papers, posters, and thematic colloquia (consisting of 3-4 papers each) for SLRF 2015. While we are especially interested in proposals which align with our conference theme, “Application, Context, and Language Use,” we welcome proposals from researchers from a variety of disciplines who represent all areas of second language research, including (but not limited to) the following:

 Assessment

 Bilingualism / multilingualism

 Classroom Research

 Cognitive approaches to SLA

 Computational approaches to SLA

 Corpus approaches to SLA

 Creativity and language play in SLA

 Formal approaches to SLA

 Functional approaches to SLA

 Heritage language learning


 Instructed SLA

 Less commonly taught languages

 Naturalistic SLA

 Neurocognitive approaches to SLA

 Pragmatics and SLA

 Psycholinguistic approaches to SLA

 Sociocultural approaches to SLA

 Study abroad

 Technology and SLA

 Third language acquisition


Guidelines for Paper and Poster Submissions

Proposals for paper and poster presentations should consist of a title, an abstract, and a short summary (references optional). Titles should be no longer than 15 words. Abstracts are limited to 350 words in length, not including the title, references or examples. Abstracts should be single-spaced and in Times New Roman 12 point font. Summaries are limited to 50 words.

Individual papers will be allotted 30 minutes: 20 minutes for the presentation and 10 minutes for questions and discussion. Poster presenters should plan to present and discuss their work for at least one hour during their assigned poster session. Posters should measure no more than 3ft by 4ft (90cm x 120cm).

Paper and poster submissions will be evaluated through a blind-review process based on the following criteria:

 Relevance of research topic

 Theoretical orientation

 Research design

 Results and/or implications

 Overall impression


To assist in the anonymous evaluation of abstracts, please be sure to remove all identifying information from the body of the abstract and summary.


Guidelines for Colloquia Submissions

Proposals for colloquia should also be submitted online. Colloquia will be scheduled for 90-120 minutes and should consist of 1-2 organizers / discussants and 3-4 papers.

A 300-word overview of the proposed colloquium theme should be included, followed by a 75-word abstract for each paper in the colloquium, not including titles or references. These should be submitted as a single document with the names of the presenters removed in order to ensure a double-blind review. Names of both the organizer(s)/discussant(s) and paper presenters will be included in the submission process as co-authors.


Number of Submissions Per Person

An author may submit a maximum of one proposal as first author. The same author may also be co-author/co-presenter on a maximum of two additional submissions (i.e., colloquia, papers, or posters).


Submission Instructions

Proposals will be accepted online starting Monday, March 2, 2015. To make a submission, please visit the conference website at



Please direct any questions to the SLRF 2015 organizing committee at



Dr. Ute Römer

Assistant Professor

Department of Applied Linguistics and ESL

Georgia State University

25 Park Place NE, Suite 1500

Atlanta, GA 30303




Phone: +1 404 413 5592

new issue of Studies in Second Language Learning and Teaching

Dear Colleagues,

It is my pleasure to let you know that a new issue of Studies in Second Language Learning and Teaching has been published.
The electronic version can be accessed at:
I would like to take this opportunity to encourage you to submit papers to the journal and publicize it among your friends and colleagues.

Best regards,

Mirosław Pawlak


SECOND CALL FOR PAPERS – 16th January 2015 EUROCALL 2015

Apologies for cross-posting
SECOND CALL FOR PAPERS – 16th January 2015
Submission of abstracts is now open for EUROCALL2015
The 22nd EUROCALL conference will be held at the University of Padova in Italy from 26th to 29th August 2015.
The program will include individual papers, symposia, workshops, presentations on EU-funded projects, and posters.
EUROCALL conferences are hosted under the auspices of the EUROCALL Association. They bring together educators, researchers, PhD students, administrators, designers of software and language learning systems, policy makers and other professionals involved in Computer-Assisted Language Learning (CALL) around the globe.
Conference Theme
The theme of this year’s conference is Critical CALL, fostering the notion that we now want to step back and critically appraise the field of CALL, to unpack and examine some of the assumptions that may have become ingrained in our practice, and also to reflect on the state of CALL and language pedagogy. There is also a need to take a critical stance and question what it is we are doing and whose interests we might be serving, since technology is not neutral, and nor is education. Inspired by those who advocate critical approaches to second language teaching, learning and assessment, especially when mediated by technology, we are particularly interested in contributions that look at the interdependence between language learning, power relationships and social change.
Papers on the following themes would be particularly welcome:
• Lessons learnt in CALL
• The constraints of CALL (institutional, financial, technological, social)
• Hegemonies in CALL
• Corpora and foreign language teaching and course design
• Learner corpora
• CALL for CLIL and Language Medium Instruction
• Interdisciplinarity and Internationalization through CALL
• Telecollaboration and CMC
• CALL and less commonly taught languages
• CALL, inclusion and social justice
• Digital and critical literacies
• Open educational resources
• MOOCs for language learning
• Mobile Assisted Language Learning (MALL)
• Gaming and virtual worlds
• Learning analytics and CALL design
• Online testing and assessment
• Teacher education and professional development
• Evaluating CALL research


Keynote speakers at EUROCALL2015 will be:
Sìan Bayne (University of Edinburgh)
Lynn Mario Menezes de Souza (Universidade de Sao Paulo)
Robert O’Dowd (Universidad de León, Spain)
Proposals for Papers, Symposia, European Projects, Workshops and Posters must be submitted online via the EUROCALL submission system which is now open. The submission system will close on 15th February 2015.
Abstracts may be submitted in English or Italian.
Authors of accepted presentations are requested to submit a short paper (1,500 words) for publication in the online conference proceedings, and may also submit an extended version for peer-reviewed publication in ReCALL or the EUROCALL Review. Details will follow shortly.
Important dates
Deadline for submissions of proposals: 15th February 2015
Notification of acceptance: 31st March 2015
Early-bird Registration ends: 31st May 2015
Deadline for submissions of short papers for proceedings: 30th June 2015
Full details about presentation formats and the submission process can be found here.

The submission system can also be reached directly at
On behalf of EUROCALL and the local organizing committee,

Katherine Ackerley

New project to build a learner corpus of Scottish Gaelic beginning at the Universities of Glasgow and Aberdeen

A project to develop an international world-leading framework for the teaching and learning of Scottish Gaelic is being launched at the Universities of Glasgow and Aberdeen. The project is part of the Soillse research network, the National Research Network for the maintenance and revitalisation of Gaelic language and culture.

The project, Comasan Labhairt ann an Gàidhlig (CLAG) / Gaelic Adult Proficiency (GAP), will ensure that Gaelic adult learners are provided with a crucial resource on par with those for other European languages, including English, Dutch, and Irish.

CLAG is linked to the Common European Framework of Reference for Languages (CEFR), and will describe proficiency scales in Gaelic from beginner to advanced level. It willalso be used by language teachers and learners alike to gauge language learning and ability in spoken Gaelic.

The framework will help to maximise the number of Gaelic learners reaching fluency by providing clear learning targets, and helping them identify areas in which their spoken Gaelic skills can be improvedIt will also be aligned with existing Scottish Qualifications Authority qualifications, and will draw on a wealth of research previously conducted for Gaelic and other European languages.

Led by Professor Roibeard Ó Maolalaigh and Nicola Carty, both from the University of Glasgow, and members of Soillse at the University of Aberdeen, Dr. Michelle Macleod and Dr. Marsaili MacLeod, the project will run for three years, supported by the Scottish Funding Council and Bòrd na Gàidhlig.

Rob Ó Maolalaigh, Professor of Gaelic at the University of Glasgow said: ‘CLAG will be the first empirically derived framework to provide an objective means of describing Gaelic spoken language skills and will provide a much-needed scientific framework upon which new effective pedagogical resources can be created.’

Michelle Macleod, Senior Lecturer in Gaelic and Soillse Co-Director at The University of Aberdeen said: ‘We are delighted to be working with colleagues in the University of Glasgow on this exciting research project and are grateful to the Scottish Funding Council and Bòrd na Gàidhlig for their support.  This new project builds on the existing knowledge-base of the Gaelic adult learner sector in the Soillse network and will have significant impact for adult learners and teachers of Gaelic.’

Bòrd na Gàidhlig said: ‘Information is currently being sought from learners on their needs to support them on their journey to Gaelic fluency, which will inform this project and future projects. Discussions with learners and tutors have indicated the need for developing such a resource which will help with forward planning of classes and allow learners to engage in self-assessment of language skills. The resource will sit within a suite of resources envisaged in the strategy currently being developed by the Bòrd and other national partners.’

The Third Learner Corpus Research Conference — LCR 2015

* * * Second Call for Papers — Deadline 31 January 2015 * * *

Following the successful initial conference in Louvain (B) in 2011, and the second conference in Bergen (N) in 2013, the third conference in this biannual series will be hosted by Radboud University Nijmegen, the Netherlands, on September 11–13, 2015. Details about registration, accommodation and conference fees are available at the conference website

Conference Venue

Van der Valk Hotel Cuijk – Nijmegen

Organising committee

Pieter de Haan

Rina de Vries

Sanne van Vuuren

Ans van Kemenade

Jacqueline Berns

Programme committee chairs

Marcus Callies (Universität Bremen)

María Belén Díez-Bedmar (Universidad de Jaén)

Gaëtanelle Gilquin (Université catholique de Louvain)

Hilde Hasselgård (Universitetet i Oslo)

Signe Oksefjell Ebeling (Universitetet i Oslo)

Confirmed keynote speakers

Kees de Bot (Rijksuniversiteit Groningen)

Barbara Seidlhofer (Universität Wien)

Janine Treffers-Daller (University of Reading)

We welcome papers that address all aspects of learner corpus research, in particular the following ones:

– Corpora as pedagogical resources

– Corpus based transfer studies

– Data mining and other explorative approaches to learner corpora

– English as a lingua franca

– Error detection and correction of learner language

– Extracting language features from learner corpora

– Innovative annotations in learner corpora

– Language for academic / specific purposes

– Language varieties

– Learner corpora for less commonly taught languages

– Learner Corpus Research and CEFR

– Links between learner corpus research and other research methodologies (e.g. experimental methods)

– Search engines for learner corpora

– Statistical methods in learner corpus studies

– Task and learner variables

There will be three different categories of presentation:

– Full paper (20 minutes + 10 minutes for discussion)

– Work in Progress (WiP) report (10 minutes + 5 minutes for discussion)

– Corpus/software demonstration

– Poster

The Work in Progress reports and posters are intended to present research still at a preliminary stage and on which researchers would like to get feedback. The conference aims to be a showcase for the latest developments in the field and will feature both software demos and a book exhibition.

The language of the conference is English.


Your abstract should be between 600 and 700 words (excluding a list of references). Abstracts should typically provide the following:

– a clearly articulated research question and its relevance;

– the most important details about research approach, data and methods;

– the main results and their interpretation.

Abstracts should be submitted through EasyChair The deadline is Saturday 31 January 2015, midnight. Please follow instructions provided on the conference website.

Abstracts will be reviewed anonymously by the programme committee. Notification of the outcome of the review process will be sent by 15 March 2015.

The LCR2015 organising committee

Corpus linguistics and linguistic innovations in non-native Englishes

Pre-conference workshop: Second Call for Papers (with postponed abstract submission deadline)
Trier, 27 May 2015

Convenors: Sandra C. Deshors (Las Cruces), Sandra Götz (Giessen) & Samantha Laporte (Louvain-la-Neuve)

In line with the current effort of corpus linguists to reduce the existing paradigm gap between EFL (i.e., foreign English variants) and ESL (i.e., indigenized English varieties), this workshop focuses on the investigation of linguistic innovations across the two non-native English variants. Linguistic innovations have been shown to characterize individual non-native variants across several linguistic domains (e.g. phonology, semantics, morpho-syntax). Indian English, for instance, yields some of its most creative forms and structures on the lexico-grammatical level in speakers’ innovative uses of prepositional verbs, ditransitive verbs and light-verb constructions (Mukherjee & Hoffmann 2006, Mukherjee 2010). While identifying such kinds of innovations and distinguishing between errors and innovations is essential to understand if and how New Varieties develop new conventions (Van Rooy 2011), there is often an indeterminacy between what counts as an innovation and what is regarded as an error (Bamgbose 1998). Prevailing theoretical frameworks, such as Kachru’s (2006) Three Circles model, have separated EFL and ESL as two distinct variants, norm-dependent and norm-developing, respectively. With this distinction, however, linguistic deviations in EFL, labeled as errors, tend to coincide with those labeled as innovations in ESL (Edwards 2014).
Recent (corpus) studies are beginning to challenge this dividing line between EFL and ESL and the general view that innovations and errors should be divided by institutional status alone (Bruthiaux 2003, Deshors 2014, Edwards 2014, Gilquin 2011, Laporte 2012, Li & Mahboob 2012). By (i) recognizing shared innovations across the EFL and ESL variants and (ii) showing how English plays an increasing role in identity construction and transcends its typical EFL functions, those studies present EFL users as creative speakers. They also raise the question of the suitability of theoretical frameworks based on history and geographical legacy to accommodate discussions of language varieties (Bruthiaux 2003, Li & Mahboob 2012).
In this context, this workshop provides a meeting ground for scholars seeking to bring new methodological, empirical and theoretical insights to innovations in non-native Englishes. We particularly welcome

(i) corpus-based case studies exemplifying the lexical/morphological/syntactic creativity of EFL and ESL speakers,
(ii) papers seeking to explore the methodological issues related to the corpus-based study of innovations and,
(iii) papers seeking to go beyond the prevailing theoretical models.

Abstracts for this workshop and should be 400 to 500 words long (excluding references). They should be submitted by e-mail to by 15th February 2015. Notification of acceptance will be sent out in late February.

Bruthiaux, Paul. 2003. Squaring the circles: issues in modeling English worldwide. International Journal of Applied Linguistics 13(2):159-178.
Deshors, Sandra C. 2014. A case for a unified treatment of EFL and ESL: A multifactorial approach. English World-Wide 35(3):279-307.
Edwards, Alison. 2014. The progressive aspect in the Netherlands and the ESL/EFL continuum. World Englishes 33(2):173-194.
Gilquin, Gaëtanelle. 2011. Corpus linguistics to bridge the gap between World Englishes and Learner Englishes. Communicación en el siglo XXI vol. II, Centro de Lingüística aplicada: Santiago de Cuba: 638-642. (accessed 28 July 2014)
Kachru, Braj B. 2006. World Englishes and culture wars. In Braj. B. Kachru, Yamuna Kachru & Cecil L. Nelson (eds.), The handbook of World Englishes. UK: Blackwell Publishing, 446-471.
Laporte, Samantha. 2012. Mind the gap! Bridge between World Englishes and Learner Englishes in the making. English Text Construction 5(2):265-292.
Li, Eden and Ahmar Mahboob. 2012. English today: forms, functions, and uses. Hong Kong: Pearson Education.
Mukherjee, Joybrato. 2010. Corpus-based insights into verb-complementational innovations in Indian English: cases of nativised semantico-structural analogy. In Alexandra N. Lenz & Albrecht Plewnia (eds.), Grammar between norm and variation. Frankfurt am Main: Peter Lang, 219-241.
Mukherjee, Joybrato and Sebastian Hoffmann. 2006. Describing verb-complementational profiles of new Englishes: a pilot study of Indian English. English World-Wide 27(2): 147-173.
Van Rooy, Bertus. 2011. A principled distinction between error and conventionalized innovation in African Englishes. In Marianne Hundt & Joybrato Mukherjee (eds.), Exploring second-language and learner Englishes: bridging the paradigm gap. Amsterdam: John Benjamins. 189-208.

​SECOND CALL FOR PAPERS: The 10th Workshop on the Innovative Use of NLP for Building Educational Applications (BEA10)

Denver, CO, USA; June 04, 2015 (co-located with NACL)
*Submission Deadline: March 08, 2015*


We are excited to be holding the 10th anniversary BEA workshop. Since starting in 1997, the BEA workshop, now one of the largest workshops at NAACL/ACL, has become one of the leading venues for publishing innovative work which uses NLP to develop educational applications.

The consistent interest and growth of the workshop has clear ties to societal need and related advances in the technology, and the maturity of the NLP/education field. NLP capabilities now support an array of learning domains, including writing, speaking, reading, and mathematics. Within these domains, the community continues to develop and deploy innovative NLP approaches for use in educational settings. In the writing and speech domains, automated writing evaluation (AWE) and speech scoring applications, respectively, are commercially deployed in high-stakes assessment and instructional settings, including Massive Open Online Courses (MOOCs). We also see widely-used commercial applications for plagiarism detection and peer review. Major advances in speech technology, have made it possible to include speech in both assessment and Intelligent Tutoring Systems (ITS). There has been a renewed interest in spoken dialog and multi-modal systems for instruction and assessment. We are also seeing explosive growth of mobile applications for game-based applications for instruction and assessment. The current educational and assessment landscape, especially in the United States, continues to foster a strong interest and high demand that pushes the state-of-the-art in AWE capabilities to expand the analysis of written responses to writing genres other than those traditionally found in standardized assessments, especially writing tasks requiring use of sources and argumentative discourse.

The use of NLP in educational applications has gained visibility outside of the NLP community. First, the Hewlett Foundation reached out to public and private sectors and sponsored two competitions: one for automated essay scoring, and the other for scoring of short answer, fact-based response items. The motivation driving these competitions was to engage the larger scientific community in this enterprise. MOOCs are now beginning to incorporate AWE systems to manage the thousands of constructed-response assignments collected during a single MOOC course. Learning@Scale is a new venue for discussing NLP research in education. Another breakthrough for educational applications within the CL community is the presence of a number of shared-task competitions over the last three years. There have been three shared tasks on grammatical error correction with the most recent edition hosted at CoNLL 2014. In 2014 alone, there were four shared tasks for NLP and Education-related areas.

In 2015, we expect that the workshop (consistent with the nine previous workshops at ACL and NAACL/HLT), will continue to expose the NLP research community to technologies that identify novel opportunities for the use of NLP techniques and tools in educational applications. This BEA10 workshop solicits both full papers and short papers for oral and poster presentations. We also solicit papers for educational applications that incorporate NLP methods, including, but not limited to: automated scoring of open-ended textual and spoken responses; game-based instruction and assessment; intelligent tutoring; peer review, grammatical error detection; learner cognition; spoken dialog; multi-modal applications; tools for teachers and test developers; and use of corpora. Research that incorporates NLP methods for use with mobile and game-based platforms, and academic ePortfolio systems or MOOCs continues to be of special interest. Finally, as this is the 10th anniversary, we invite papers which provide a retrospective view, reflecting on past and current trends in the field, and vision papers which illustrate research directions for growth in the field.

Specific topics include:

* Automated scoring/evaluation for written student responses
o Content analysis for scoring/assessment
o Analysis of the structure of argumentation
o Grammatical error detection and correction
o Discourse and stylistic analysis
o Plagiarism detection
o Machine translation for assessment, instruction and curriculum development
o Detection of non-literal language (e.g., metaphor)
o Sentiment analysis
o Non-traditional genres (beyond essay scoring)

* Intelligent Tutoring (IT) and Game-based assessment that incorporates NLP
o Dialogue systems in education
o Hypothesis formation and testing
o Multi-modal communication between students and computers
o Generation of tutorial responses
o Knowledge representation in learning systems
o Concept visualization in learning systems

* Learner cognition
o Assessment of learners’ language and cognitive skill levels
o Systems that detect and adapt to learners’ cognitive or emotional states
o Tools for learners with special needs

* Use of corpora in educational tools
o Data mining of learner and other corpora for tool building
o Annotation standards and schemas / annotator agreement

* Tools and applications for classroom teachers and/or test developers
o NLP tools for second and foreign language learners
o Semantic-based access to instructional materials to identify appropriate texts
o Tools that automatically generate test questions
o Processing of and access to lecture materials across topics and genres
o Adaptation of instructional text to individual learners? grade levels
o Tools for text-based curriculum development
o E-learning tools for personalized course content
o Language-based educational games

* Descriptions and proposals for shared tasks

* Retrospective or survey papers on a particular NLP/Edu topic or field

* Vision papers discussing how the field should develop


We will be using the NAACL 2015 Submission Guidelines ( for the BEA10 Workshop this year. Authors are invited to submit a full paper of up to 9 pages of content with up to 2 additional pages for references. We also invite short papers of up to 5 pages of content, including 2 additional pages for references. Please note that unlike previous years, final, camera ready versions of accepted papers will not be given an additional page to address reviewer comments.

Papers which describe systems are also invited to give a demo of their system. If you would like to present a demo in addition to presenting the paper, please make sure to select either “full paper + demo” or “short paper + demo” under “Submission Category” in the START submission page.

Previously published papers cannot be accepted. The submissions will be reviewed by the program committee. As reviewing will be blind, please ensure that papers are anonymous. Self-references that reveal the author’s identity, e.g., “We previously showed (Smith, 1991) …”, should be avoided. Instead, use citations such as “Smith previously showed (Smith, 1991) …”.

Please use the 2015 NAACL style sheets for composing your paper: .

We will be using the START conference system to manage submissions


Submission Deadline: March 08 – 23:59 EST (New York City Time)
Notification of Acceptance: March 24
Camera-ready Papers Due: April 03
Workshop: June 04


Joel Tetreault (primary contact), Yahoo Labs
Jill Burstein, Educational Testing Service
Claudia Leacock, CTB-McGraw-Hill

Please write to: with any questions.


* Laura Allen, Arizona State University, USA
* Timo Baumann, Universität Hamburg, Germany
* Lee Becker, Hapara, USA
* Beata Beigman Klebanov, Educational Testing Service, USA
* Kay Berkling, Duale Hochschule Baden-Württemberg Karlsruhe, Germany
* Delphine Bernhard, LiLPa, Université de Strasbourg, France
* Suma Bhat, University of Illinois, USA
* Kristy Boyer, North Carolina State University, USA
* Ted Briscoe, University of Cambridge, UK
* Chris Brockett, Microsoft Research, USA
* Julian Brooke, University of Toronto, Canada
* Aoife Cahill, Educational Testing Service, USA
* Lei Chen, Educational Testing Service, USA
* Min Chi, North Carolina State University, USA
* Martin Chodorow, Educational Testing Service & CUNY, USA
* Mark Core, University of Southern California, USA
* Scott Crossley, Georgia State University, USA
* Markus Dickinson, Indiana University, USA
* Chris Dyer, Carnegie Mellon University, USA
* Myroslava Dzikovska, University of Edinburgh, UK
* Yo Ehara, Multilingual Translation Lab., National Institute of Information and Communications Technology, Japan
* Keelan Evanini, Educational Testing Service, USA
* Mariano Felice, University of Cambridge, UK
* Oliver Ferschke, Carnegie Mellon University, USA
* Michael Flor, Educational Testing Service, USA
* Jennifer Foster, Dublin City University, Ireland
* Horacio Franco, SRI International, USA
* Thomas François, Université Catholique de Louvain, Belgium
* Anette Frank, Heidelberg University, Germany
* Michael Gamon, Microsoft Research, USA
* Binyam Gebrekidan Gebre, Max Planck Institute for Psycholinguistics, Netherlands
* Ed Gehringer, North Carolina State University, USA
* Kallirroi Georgila, University of Southern California, USA
* Dan Goldwasser, Purdue University, USA
* Cyril Goutte, National Research Council, Canada
* Iryna Gurevych, University of Darmstadt, Germany
* Trude Heift, Simon Fraser University, Canada
* Michael Heilman, Educational Testing Service, USA
* Derrick Higgins, Civis Analytics, USA
* Andrea Horbach, Saarland University, Germany
* Chung-Chi Huang, National Institutes of Health, USA
* Radu Ionescu, University of Bucharest, Romania
* Ross Israel, Factual, USA
* Richard Johansson, University of Gothenburg, Sweden
* Levi King, Indiana University, USA
* Ola Knutsson, Stockholm University, Sweden
* Ekaterina Kochmar, University of Cambridge, UK
* Mamoru Komachi, Tokyo Metropolitan University, Japan
* Lun-Wei Ku, Academia Sinica, Taiwan
* Kristopher Kyle, Georgia State University, USA
* John Lee, City University of Hong Kong, Hong Kong
* Samuel Leeman-Munk, North Carolina State University, USA
* Chee Wee (Ben) Leong, Educational Testing Service, USA
* James Lester, North Carolina State University, USA
* Baoli Li, Henan University of Technology, China
* Annie Louis, University of Edinburgh, UK
* Anastassia Loukina, Educational Testing Service, USA
* Xiaofei Lu, Penn State University, USA
* Wencan Luo, University of Pittsburgh, USA
* Nitin Madnani, Educational Testing Service, USA
* Shervin Malmasi, Macquarie University, Australia
* Montse Maritxalar, University of the Basque Country, Spain
* Mourad Mars, Umm Al-Qura University, KSA
* James Martin, University of Colorado Boulder, USA
* Aurélien Max, LIMSI-CNRS & Univ. Paris Sud, France
* Julie Medero, Harvey Mudd College, US
* Detmar Meurers, Universität Tübingen, Germany
* Lisa Michaud, Merrimack College, USA
* Rada Mihalcea, University of Michigan, USA
* Michael Mohler, Language Computer Corporation, USA
* Jack Mostow, Carnegie Mellon University, USA
* Smaranda Muresan, Columbia University, USA
* Ryo Nagata, Konan University, Japan
* Ani Nenkova, University of Pennsylvania, USA
* Hwee Tou Ng, National University of Singapore, Singapore
* Rodney Nielsen, University of North Texas, USA
* Alexis Palmer, Saarland University, Germany
* Ted Pedersen, University of Minnesota, Duluth, USA
* Ildiko Pilan, University of Gothenburg, Sweden
* Heather Pon-Barry, Mount Holyoke College, USA
* Patti Price, PPRICE Speech and Language Technology, USA
* Stephen Pulman, Oxford University, UK
* Martí Quixal Martinez, Eberhard Karls Universität Tübingen, Germany
* Lakshmi Ramachandran, Pearson Knowledge Technologies, USA
* Vikram Ramanarayanan, Educational Testing Service, USA
* Arti Ramesh, University of Maryland, College Park, USA
* Andrew Rosenberg, CUNY Queens College, USA
* Mihai Rotaru, Textkernel, Netherlands
* Alla Rozovskaya, Columbia University, USA
* Anton Rytting, University of Maryland, USA
* Keisuke Sakaguchi, Johns Hopkins University, USA
* Elizabeth Salesky, MITLL, USA
* Mathias Schulze, University of Waterloo, USA
* Izhak Shafran, Oregon Health & Science University, USA
* Serge Sharoff, University of Leeds, UK
* Swapna Somasundaran, Educational Testing Service, USA
* Richard Sproat, Google, USA
* Carla Strapparava, FBK-Irst, Italy
* Helmer Strik, Radboud University Nijmegen, Netherlands
* David Suendermann-Oeft, Educational Testing Service, USA
* Sowmya Vajjala, Universität Tübingen, Germany
* Giulia Venturi, Institute of Computational Linguistics “Antonio Zampolli”, Italy
* Carl Vogel, Trinity College, Ireland
* Elena Volodina, University of Gothenburg, Sweden
* Xinhao Wang, Educational Testing Service, USA
* Denise Whitelock, The Open University, UK
* Magdalena Wolska, Eberhard Karls Universität Tübingen, Germany
* Peter Wood, University of Saskatchewan, Canada
* Wenting Xiong, IBM, USA
* Huichao Xue, University of Pittsburgh, USA
* Marcos Zampieri, Saarland University, Germany
* Klaus Zechner, Educational Testing Service, USA
* Torsten Zesch, University of Duisburg-Essen, Germany
* Fan Zhang, University of Pittsburgh, USA
* Xiaodan Zhu, National Research Council, Canada

A new website of searching and downloading the Arabic Learner Corpus

Dear list members,

We are pleased to announce the new website for searching the Arabic Learner Corpus (ALC):

The website provides a simple search function (what you type is what you get); however, it enables researchers to search the entire corpus or a subset data using 26 determinants, 12 of them about the text author (e.g., age, gender, nationality, mother tongue, nativeness, etc.), while 14 are about the text itself (e.g., genre, timing, references use, mode, length, etc.).

As an additional function, the website also enables its users to download the corpus or a subset of the data in different files formats: txt, xml, pdf (for the hand-written texts) and mp3 (for the audio recordings).

The user can switch between Arabic and English interfaces. Also the user’s guide is in both Arabic and English.

Arabic Learner Corpus (ALC)
ALC contains a collection of written essays and spoken recordings categorised under two topics: A vacation trip (narrative) and My study interest
(discussion) by learners of Arabic in Saudi Arabia in 2012 and 2013. The corpus includes 282,732 words, 29,627 types, and 1,585 materials. It was produced by 942 students from 67 nationalities, and 66 different L1 backgrounds studying at pre-university and university levels. The average length of a text is 178 words. Version 2.0 of the ALC contains raw data which includes three parts: transcriptions of hand writing (76%), writing done on computer (17%), and transcriptions of audio recordings (7%).

For more information about the ALC please refer to the main website:

For searching the corpus:

User’s Guide (English):

User’s Guide (Arabic):