|
|
| |
|
Track Changes: Textual Scholarship and the Challenge of Digital Literary Writing
PhD researchers: Floor Buschenhenke and Lamyk Bekius
Promotor University of Amsterdam: Karina van Dalen-Oskam, Huygens ING (KNAW)
Promotors University of Antwerp: Luuk Van Waes, Mariëlle Leijten & Dirk Van Hulle
Funding: Netherlands Organisation for Scientific Research, The Netherlands
Period: 2018-2023
Budget: 650.000 euro
|
|
|
The study will focus on three main questions:
How can we apply existing methods and theories of textual scholarship to analyze digital literary writing processes and in which ways will the analysis of digital writingthese processes enrich the existing methods and theories?
How do writing process dynamics (e.g. pauses and revisions) enable us to describe writing strategies?
How can we systematically extract intermediate versions of a born-digital text and how can we apply intelligent digital text analysis on these text versions and createcreating new knowledge about the genesis of texts and the creative process?
 more information
|
|
LIFT. Improving pre-university students' performance in academic synthesis tasks with Level up Instructions & Feedback Tool
PhD researcher: Nina Vandermeulen
PostDoc researcher: Elke Van Steendam
Promotor: Gert Rijlaarsdam (University of Antwerp & Amsterdam)
Co-promotors: Luuk Van Waes (University of Antwerp), Mariëlle Leijten (University of Antwerp) & Huub van den Bergh (University of Utrecht)
Funding: Netherlands Organisation for Scientific Research, The Netherlands
Period: 2015-2020
Budget: 750.000 euro
|
|
|
Providing valid feedback on students’ writing (process and product) and subsequent adaptive instruction is difficult for teachers. LIFT will provide progress feedback and instruction, based on national baseline data (including five grades: pre-university Grade10-12 – BA1-2). This data will provide the (1) feedback information (‘text and process scales’), and (2) scales for adaptive modelling instruction (texts and processes). It also serves as the baseline for the intervention effects.
Three intervention studies (dependent variables: text processing and text quality) will test effects of:
Feedback, varying (a) the object (texts versus process), (b) information (absolute versus relative) and subsequently;
Object of adaptive strategy instruction (process versus text), based on proven strategy instruction programs.
more information
|
|
writing from multiple digital sources in a professional context
PostDoc researcher: Mariëlle Leijten
Promotors: Luuk Van Waes & Paul Matthyssens, University of Antwerp
Funding: Flanders Research Foundation
Period: 2010-2013
Budget: 250.000 euro
|
|
|
Writing a business text, e.g. a report for a merger, is a very complex activity. Previous writing research had lead to various well-known writing process models. However, these models are primarily based on educational environments and single texts. Professional writers on the other hand often use multiple (digital) sources to succesfully write their business texts. It is important, especially in this digital age, in which (written) communication performs an important role, to describe these writing competences.
This project, addresses the following research question:
What writing processes and strategies are involved when professional writers write business texts from multiple (digital) sources?
During this project we will perform three research studies:
In study 1 we describe the activities of professional writers when writing in their organisational setting (explorative-etnographic approach).
In study 2 we focus on writing processes of professional writers in ‘real-time’ (descriptive-cognitive approach).
In study 3 we analyze the cognitive processes that are involved when writing from multiple sources on a very fine-grained level (experimental-cognitive approach). [more information will follow in a later stage]
The complementarity of the research approach in the three studies is very important in this project. We strive to use a macro, meso and micro approach on the dynamic of writing processes:
ethnographic social context information (macro),
ecologically valid writing process data (meso),
fine-grained experimental process data (micro).
The combination of these multiple methods and perspectives generates output that make it possible to compare findings from one study with the other in order to describe the full dynamic of professional writing. As such, it has added value both from a theoretical (writing models) an a methodological perspective (writing process research). Also more practical implications can be aimed at for both writing software programs and developing future educational curricula (traditional and lifelong learning).
more information
|
|
Plantra: Plain language for financial content: Assessing the impact of training on students' revisions and readers'
Post-doc researcher (benificary): Alessandra Rosetti
Supervisor: Luuk Van Waes, University of Antwerp
Funding: European Commission - Horizon 2020-MSCA-IF-2019 - Marie Sklodowska-Curie action
Budget: 166 000 euro
Period: 2020-2022
|
|
|
With the responsibility for financial decisions shifting from institutions to individuals, the ability to understand financial
information (known as 'financial literacy') is paramount. Having reduced financial literacy results in higher risk of overindebtedness,
and in reduced ability to manage one's wealth. Text simplification, involving the use of plain language, is one
of the strategies adopted to meet the needs of low-literacy readers. The comprehensibility of financial texts has received
attention at the European level. An action plan developed as part of the EU policy on consumer financial services lists
opaque terms and conditions among the concerns raised by customers when conducting cross-border shopping. Despite
plain language efforts, the comprehensibility of financial content has not been increasing consistently. Scholars have
therefore emphasised the need to train business (communication) students in text simplification and provided resources to
that end. There is, however, lack of empirical evidence on the benefits (or lack thereof) of plain language training. This
project aims to address this research gap by investigating the impact of plain language training on: (i) how financial texts are
simplified by business students; and (ii) the resulting comprehensibility of simplified financial texts among lay readers with
different levels of financial literacy. To do so, I will conduct two experimental studies. For the first study, focusing on the
simplification process, I will use keystroke logging, retrospective interviews, and screen recording. For the second study,
dealing with the comprehensibility of financial content, I will use multiple-choice questions. This project can identify
simplification-oriented revisions that are implemented by business students and that are beneficial for comprehension of
financial content. Ultimately, these findings can guide financial institutions in their efforts to meet the needs of readers with
low financial literacy.
more information
|
|
Interacting minds, interacting bodies: Research infrastructure for psychophysiological sensor technologies and applications
Promotor: David Gybels (UAntwerpen) - co-promotors: Karolien Poels (MIOS & Antwerp Social Lab, University of Antwerp), Piet Vandenbossche (Edubron & Antwerp Social Lab, University of Antwerp), Walter Daelemans (CLiPS, University of Antwerp), Luuk Van Waes (Dept. of Management, Professional writing research group, University of Antwerp), Kristof Vaes (Design Sciences, Dept. of Product Development, University of Antwerp), Steven Latre (IDLab, University of Antwerp), Anna Jankowska (Trics, University of Antwerp), Ann Desmet (MIOS, University of Antwerp)
Funding: FWO - ASL Hercules Infrastructure
Budget: 400 000 euro
Period: 2022-2026
|
|
|
The common ground in the research of the different partners in this consortium geared towards discovering and developing new applications of state-of-the-art psychophysiological sensor technologies (using computational and AI techniques) to help people with different needs work, learn and play in our modern society, ensuring that this tracking is meaningfully and responsibly applied. To accomplish this, our consortium is suitably interdisciplinary. This undertaking requires well-controlled lab studies and (near-)continuous psychophysiological tracking in real-life settings 'in the wild'. The research infrastructure applied for enables flexible movement from lab explorations of promising markers to checking their robustness in realistic, ecological contexts, and back again.
more information
|
|
Formative Feedback for Writing: Validating automated measures of Student writing process to help classroom teachers implement formative assessment practices
Principal investigator: Piotr Mitros (Educational Testing Service - ETS, USA
Co-Principal Investigators: Paul Deane, Caroline Wylie, & Collin Lynch
European partner & Advisory board member: Luuk van Waes (UAntwerpen, Belgium) & ETS-Europe (Amsterdam, The Netherlands)
Funding: Instiute of Educational Sciences - IES, USA | R305A210297
Budget: 2 000 000 dollar
Period: 2021-2026
|
|
|
Purpose: To develop, pilot, and validate an open-source formative assessment tool. This tool will collect classroom writing data from widely used writing tools like Google Docs, use this data to measure key constructs that affect student writing, and provide actionable just-in-time reports to teachers. Teachers will be able to use the reports to adjust instruction for individual students, small groups, or the whole class or provide formative feedback. We will evaluate validity and reliability evidence (in the context of middle school English Language Arts (ELA) classes) for the use of formative assessment tool and impact on classroom practice and ultimately student writing outcomes.
|
|
The influence of text representation on the reading-during-writing process
Promotors: Luuk Van Waes & Mariëlle Leijten, University of Antwerp | Flemish Research Association
Funding: NOI BOF UA 2010, University of Antwerp, Belgium
Researchers: Melissa Patchan, Milou de Smet & Elise Drijbooms
Budget: 170 000 euro
Period: 2011-2015
|
|
|
Professional writers frequently interrupt the text production process to monitor their text produced so far. So far, this process of ''reading during writing'' has not been studied. However, recent technological developments enable us to study reading behavior during writing. In our research we explore how (re)reading might shift the cognitive orientation of the writing process and the relation between reading and writing on the one hand and reading and revising on the other.
more information
|
|
The influence of the text produced so far on writing processes of professional writers.
Promotors: Mariëlle Leijten & Luuk Van Waes, University of Antwerp | David Galbraith, Staffordshire University
Funding: Collaboration Staffordshire University
Budget: 8000 euro
Period: 2008-2011
|
|
|
In this research we investigate how professional writers manage the balance between monitoring previous text an generating further text, writers are asked to generate sentence completions while at the same time monitoring and correcting errors in the sentence stem. Previous research has found that writers vary widely in the extent to which they prioritise the sentence completion part of the task or the error correcting part of the task. This study will use a modified version of this task to examine whether theses differences are related to the working memory capacity of writers and to individual differences in self-monitoring style. Eye movements will be analysed to determine how writers allocate their attention during the task. Data will be used to calculate an index of the writers' processing style.
more information
|
|
Cognitive writing process characteristics in Alzheimer’s disease
PostDoc researcher: Mariëlle Leijten
Promotors: Luuk Van Waes & Koen Vandenbempt, University of Antwerp
Funding: Flanders Research Foundation
Period: 2014-2016
Budget: 270.000 euro
|
|
|
It is generally acknowledged that the current state of AD research needs an interdisciplinary approach to create new perspectives. This research project aims to test the complementary
diagnostic power of a new tool assessing cognitive and linguistic aspects that characterize the process of written language production in Alzheimer's disease (AD). By adding a
complementary process dimension to study written language production, we hope to further improve quality, efficiency and effectivity of this potential diagnostic tool. The process
approach should allow us to describe and analyse online written data from a continuous and temporal perspective, focusing on motor, cognitive, and linguistic aspects in a descriptive
writing task, i.c. describing a picture depicting a situation. In a controlled experimental study involving patients with mild cognitive impairment (MCI), mild AD and a healthy control
group, we will evaluate the main process characteristics as derived from keystroke logging (and eye tracking) during the execution of a monitored task.
In sum, it is our aim:
describe and test differences between healthy elderly and cognitively impaired patients on the basis of a selection of writing process variables (inter- and intrapersonal characteristics);
test the diagnostic accuracy with a selection of writing process variables (for discriminating AD from healthy elderly).
more information
|
|
Language In The Human-Machine Era (LITHME)
ISCH COST Action CA19102 | European Cooperation in the Field of Scientific and Technological Research
General coordinator: Dr Dave Sayers, University of Jyvaskyla, Finland
Belgian representative and subst. member of the Management Committee
Funding: European Commission
Period: 2020-2024
|
 |
|
LITHME has two aims: to prepare linguistics and its subdisciplines for what is coming; and to facilitate longer term dialogue between linguists and technology developers. How will pervasive augmentation technology affect language in areas such as international law, translation, and other forms of language work? What will this mean for how people identify with specific languages? Could increasing reliance on real-time language technologies actually change the structure of language? Longer term, could developments in brain-machine interfaces serve to complement or even supersede language altogether? Linguistics will be far stronger for robust technological foresight, while developers will benefit from better understanding potential linguistic and societal consequences of their creations.
more information
|
|
Collaboration of Aphasia Trialists (CATs)
ISCH COST Action IS1208| European Cooperation in the Field of Scientific and Technological Research
General coordinator: Dr Marian Brady & Dr Ali Myzoon, Glasgow Caledonian University, Glasgow, United Kingdom
Belgian representative and member of the Management Committee (2012-2016)
Funding: European Commission
Period: 2012-2016
|
|
|
Aphasia, a language problem due to stroke, affects the understanding and expression of spoken and written language. Communication with families, friends and the wider community may be severely affected. Altered social interaction isolates the person with aphasia and impacts on their emotional wellbeing. Aphasia contributes to poorer functional recovery, mobility, discharge destination and return to employment. With an aging population and improved stroke survival, the societal and economic burden of aphasia will rise. Effective management and rehabilitation of aphasia is vital.
Aphasia research faces methodological and infrastructural challenges. Typically it remains language, region and discipline specific limiting the efficiency, strength and broader relevance of any research. This Action aims to establish a network of leading European multidisciplinary aphasia investigators in rehabilitation, social science, linguistics and language research.
This collaborative network will enhance knowledge, skills and methodology relating to aphasia research. Consensus activities will facilitate international synergy between members in aphasia assessment & diagnosis. Data sharing activities will support enhanced prognosis and rehabilitation of aphasia. In addition, this Action will foster and coordinate the development of high quality aphasia research activity which will address the needs of people with aphasia and their families, health and social care providers and voluntary groups
more information
|
|
Strengthening Europeans' capabilities by establishing the European literacy network
ISCH COST Action IS1401 | European Cooperation in the Field of Scientific and Technological Research
General coordinator: Prof. Dr. Rui Alvez, University of Porto - Portugal
Member of Management Committee and Belgian Coordinator: Prof. dr. Luuk Van Waes (2014-2018)
Funding: European Commission
Period: 2014-2018
|
|
|
Capabilities are not only abilities that reside inside humans, but they also comprise the political, social, and economic environment. Literacy is a capability whose fulcrum is far away from the individual, depending crucially on societal forces that can hinder or promote human development. The efficiency of this promotion is critically constrained by the availability of accurate knowledge. Knowing about literacy is contingent upon an interdisciplinary web of expertise that can, within a reasonable timeline, produce that sort of knowledge. Such networks already exist in Europe, but needs to be sustained so that it can face the demands of the new digital era. Through this Action, reading and writing research communities across Europe are joining, integrating their findings, and aligning their agendas so that they can:
- develop an integrated and inclusive approach to foundational literacy across Europe;
- devise a comprehensive framework of developmental aspects of literacy and education in a digital world; and
- further improve literacy technologies.
This will be valuable for promoting citizens’ interdependence, participation, and innovation, which are key assets to a united and diverse Europe. For that, Europe needs a Literacy Network via which capabilities can be strengthened to all of its citizens.
more information | proposal (pdf)
|
|
Accuracy and optimisation of live subtitling
Promotors: L. Van Waes, M. Leijten, A. Remael & E. Desnerck
Researcher: Ide Verhelst/ Jan Craenen
Funding: Antwerp University Association (Artesis University College: COF-AUHA BOF UA 2010)
Budget: 80 000 euro
Period: 2010-2014
More information: Transmedia
|
|
|
The study looks into the text reduction that takes place when respeakers produce subtitles on the basis of live comment. In an experimental setting several reduction modi have been created to get a better insight on the process of reduction and the delay that is associated with it. Also the correctness of the subtitles will be analyzed.
Text reduction in live subtitling with speech recognition
Promotors: L. Van Waes, M. Leijten, A. Remael & B. Dewulf
Researcher: Bieke Luyckx
Funding: Antwerp University Association (COF-AUHA BOF UA 2008)
Budget: 20 000 euro
Period: 2009-2010
More information: Transmedia
|
|
|
The study looks into the text reduction that takes place when respeakers produce subtitles on the basis of live comment. In an experimental setting several reduction modi have been created to get a better insight on the process of reduction and the delay that is associated with it. Also the correctness of the subtitles will be analyzed.
|
|
QuADEM - Quality Assessment of Digital Educational Materials about professional writing skillsEU Minerva | 229759 - CP -1-2006-1- BE - MINERVA - MPP
Co-ordinator: prof. dr. L. Van Waes (Universiteit Antwerpen)
Partners: University of Nijmegen, University of Ghent, University of Zurich, Pedagogik Sweden, University of Lödz, Vergouwen Overduin Amsterdam, Stroomt Utrecht
Researcher: Liesbeth Opdenacker
Period: 2006-2009
Budget: 520 000 euro
More information: www.scribani.org
|
|
The new three-year project of the Scribani group is called QuADEM. The goal of this project is to develop a method for Quality Assessment of Digital Educational Materials in the area of professional and academic writing skills. The concept of the Quality Method integrates various quality assessment perspectives, methods, tools and materials.
more information
|
|
EarlyWritePro: Developing methods for understanding early writing through analysis of process dysfluencies
Promotor Nottingham Trent University: Mark Torrance
Promotors University of Antwerp: Luuk Van Waes, Erik van Horenbeeck & Mariëlle Leijten
Other partners: Evgeny Chukharev-Hudilainen (Iowa State University), Rianne Conijn (Tilburg University), Djuddah Leijen (University of Tartu), Guido Nottbusch (University of Potsdam),
Vibeke Rřnneberg (University of Stavanger), Per Henning Uppstad (University of Stavanger)
Period: 2014-2016
Funding: EARLI, Emerging Field Groups
Budget:19 400 euro
More information: EFG (EARLI:Emerging Field Groups)
|
|
Fluent transcription – the ability to perform the motor, spelling and syntactic operations necessary to construct a sentence without undue hesitation – is important for maintaining students’ motivation and skill development. As importantly, where and when a young writer pauses provides valuable information about what they have and have not learned: An accurate completed sentence can hide significant underlying bottlenecks.
Teachers in typical classrooms cannot systematically monitor students writing processes. Writing timecourse data, from keyboard or writing tablet, offers potential for automatic extraction of important diagnostic information, thus providing earlier and more precise identification of writing difficulties.
This potential will not be realised, however, without step-change in the computational and statistical methods used to interpret writing timecourse data. These present at least four challenges. (1) Statistical inference from writing timecourse data must handle complex multilevel and multi-distributional data. (2) Real-time handwriting traces require extensive pre-processing and this is difficult to perform automatically. (3) Routine collection of keystroke or digitised handwriting gives for “big data”, with associated analytical challenges (and potential benefits). (4) Computational-linguistic methods for syntactic markup must handle noisy and fragmented text.
|
Writing Process Analysis Tools for Chinese: Creating an instrumental basis for contrastive research
Promotor: Luuk Van Waes, University of Antwerp
Period: 2014-2016
Funding Flemish Research Foundation (FWO), Belgium
Budget:17 500 euro
More information: www.inputlog.net
|
|
Inputlog is a keystroke logging tool to monitor written language production, developed at the University of Antwerp (www.inputlog.net) and used worldwide. Inputlog can handle most Western alphabets, including for instance Greek or Sami, without any other tuning than the selection of the appropriate regional setting and keyboard layout. But no easy way exists to represent the large number of Chinese logograms on a keyboard. However, there is a growing demand for tools to study the Chinese language and this includes a request to broaden the possibilities of Inputlog, both from Western researchers who study Chinese as from Chinese writing researchers.
|
Merging writing process data with lexica
Promotor: Luuk Van Waes, University of Antwerp
Co-promotors: Véronique Hosten & Lieve Macken (University College Ghent) | Mariëlle Leijten (University of Antwerp)
Period: 2010-2012
Funding Flemish Research Foundation (FWO), Belgium
Budget:27 000 euro
More information: www.inputlog.net
During the last 20 years writing research has focused explicitly on the analysis of writing processes. More recently, logging programs (like Inputlog) enabled researchers to record process data (e.g. keystrokes & pauses) in much more detail without interfering the cognitive activities. In the current project we aggregate the logged process data from the letter level (keystroke) to the word level by merging them with lexica and Naturally Language Processing tools. This creates a very valuable basis for more linguistically oriented writing process research.
WritingPro: A Knowledge Center for Writing Process Research
Promotor: Mariëlle Leijten, Dept. Management, University of Antwerp
Researchers: Luuk Van Waes & Mariëlle Leijten
Periode: 2010-2012
Funding: BOF, University of Antwerp
Budget: 7 500 euro
This project aims at developing a Knowledge Center for Writing Process Research (WritingPro) in order to offer a digital platform to writing process research. The main aims of the Knowledge Center are to bring together methodological knowledge about writing process research and to create a database for writing process data.
more information
|
|
The European Research Network on Learning to Write Effectively
COST Proposal n°IS0703 | European Cooperation in the Field of Scientific and Technological Research
General coordinator: Dr. Denis Alamargot, Laboratory LMDC-CNRS, University of Poitiers - France
Coordinator WG4: Prof. dr. Luuk Van Waes (2008-2011)
Belgian Coordinators: Dr. Luuk Van Waes & Dr. Mariëlle Leijten, University of Antwerp (2008-2012)
Funding: European Commission
Period: 2008-2012
|
|
|
It is mainly through writing that knowledge is created and shared across boundaries of culture. A
key objective is to improve our understanding of how written production is mastered and how this
learning process can be made more effective for each and every European citizen, especially
children at school and adults in the workplace.
Given the diversity of educational systems and languages, it is important to build a common
multidisciplinary research programme, sharing theoretical, methodological and educational
resources. This research programme needs to focus on four complementary areas: et="_blank"> more information
|
|
The European Research Network on Learning to Write Effectively
COST Proposal n°IS0703 | European Cooperation in the Field of Scientific and Technological Research
General coordinator: Dr. Denis Alamargot, Laboratory LMDC-CNRS, University of Poitiers - France
Coordinator WG4: Prof. dr. Luuk Van Waes (2008-2011)
Belgian Coordinators: Dr. Luuk Van Waes & Dr. Mariëlle Leijten, University of Antwerp (2008-2012)
Funding: European Commission
Period: 2008-2012
|
|
|
It is" style="padding-top:10px" style="padding-bottom:10px">
A short overview of previous research projects. |
|
Development of a competence classification system and database
Co-ordinators: L. Van Waes, K. Soudan, E. Faucompret
Researchers: Isabelle Werbrouck & Hilde De Vleeschhauwer
Period: 2006-2008
Funding: OOP-Project, University of Antwerp
Budget: 90 000 euro
The faculty of Applied Economics of the University of Antwerp wants to develop a system to classify competencies that relate to their curriculum. It is the aim of the project to develop a knowledge base by interviewing the different stake-holders that are engaged directly or indirectly in the education of the students at the faculty. Competencies will be classified by different groups: knowledge, skills, behavior and attitude. Competencies, in addition, are categorized according to: scope and goal, curriculum, learner, and instructional process. During the process general guidelines will be developed and a database will be implemented to facilitate the implementation of this process in other faculties.
more information
|
Live subtitling with speech recognition: procedures for quality improvement
Promotors: L. Van Waes, M. Leijten, A. Remael & B. van de Veer
Researcher: Tijs Delbeke
Funding: Antwerp University Association
Budget: 25 000 euro
Period: 2007-2008
More information: www.uantwerpen.be
|
|
The study looks into the efficiency of the use of speech recognition in live subtitling for television, and the cognitive writing processes they involve. Logging software is used for the analysis of subtitling procedures, in which a respeaker makes use of speech technology to produce subtitles following both the block and the scrolling methods. The ultimate purpose of the project is to improve logging and to elaborate a procedure for the quality improvement of live subtitling.
Using speech recognition for live subtitling: Procedures for quality improvement
Promotors: L. Van Waes, M. Leijten, A. Remael & B. van de Veer
Academic Association Antwerp & Flemish Radio- and Television Network (VRT)
Researcher: Tijs Delbeke
Funding: Antwerp University Association
Budget: 25 000 euro
Period: 2007-2008
Speech technology nowadays serves as a valuable means to provide real-time captioning for live television programs. The Flemish public television (VRT) makes ample use of this innovative technique which has, however, its limitations. The project's goal is to improve accuracy and speed of intralingual subtitling through speech recognition and to help developing an effective training program for the operators (respeakers) involved in the process of transferring audio-input into good subtitles. Special attention will be paid to the cognitive load that is caused by this type of subtitle production.
more information
|
|
Development of a logging tool for writing research
Promotor: prof. dr. L. Van Waes, University of Antwerp
Academic staff members: dr. Nico Verlinden & dr. Mariëlle Leijten
Period: 2005-2008
The project was funded by the Karel de Grote Hogeschool, Antwerpen
Budget:15 000 euro
More information: www.inputlog.net
|
|
A point of particular interest in writing research is the logging of the writing processes. Existing software programs make it possible to register, reconstruct and analyze online writing processes on several levels. However, these logging tools are or developed for specific applications, or are not adapted to the current Windows environment. Besides, neither of these logging tools have integrated the logging of the speech recognition mode.
Therefore, we are developing a registration program that can easily be used in various Windows environments. We would like to be able to log every input mode of the computer: keyboard, mouse & speech. A logging tool with these characteristics would make it easier to describe the writing process data and would make it possible to analyze them in more detail and more precisely involving more participants.
At this stage of the development of the logging tool we focus on the optimalization of Inputlog by integrating parsing techniques and the addition of new analyses.
The development of a multilingual corpus of writing processes
Promotor: Prof. dr. L. Van Waes, Dept. Management, University of Antwerp
Researchers: Nico Verlinden, Luuk Van Waes & Mariëlle Leijten
Periode: 2007-2009
Funding: BOF, University of Antwerp
Budget: 7 500 euro
More information: http://www.inputlog.net
During the last 20 years writing research has focused explicitely on the analysis of writing processes. More recently, logging programs enabled researchers to record process data (e.g. keystrokes&pauses) in much more detail without interfering the cognitive activities. In this project we want to initiate an online corpus of multilingual writing processes. Also an XML-schema will be designed to create a basis for a common standard in this domain.
more information
|
|
The influence of Voice Recognition on the Writing Process: Cognitive and Stylistic Effects of Speech Technology on Writing Business Texts
Promotor: prof. dr. L. Van Waes
Onderzoekers: Ivy Ackerman & Thomas Quinlan
Periode: 2002-2004
Fonds/Opdrachtgever: BOF/NOI-project van de Universiteit Antwerpen
Budget: ± 110 000 euro
In this research project we focus on the one hand on elements that characterise the writing processes by comparing the writing processes of writers with different learning styles and different writing experience. On the other hand, we would like to contribute to the fundamental theory building on cognitive writing processes by describing universal cognitive processes raised in our study.
In a first study we explored the writing behaviour of initial users of speech recognition systems. By opposing people WITH dictating experience to people with NO previous dictating experience, we found that there is not only a difference in the amount of speech used, but also in the organisation of the writing process. Writers with NO previous dictating experience, for example, use more speech and use it in a more constant pattern than writers WITH dictating experience.
|
SRIBANI: Developing a European Writing Center
(European Union, 2002-2004) - Budget ± 300 000,00 EUR
Promotor: prof. dr. L. Van Waes, University of Antwerp
Partners: University of Nijmegen - The Netherlands, KTH Stockholm - Sweden, University of Warsaw, Poland
Academic staff member: Liesbeth Opdenacker
Period: 2003-2005
Scribani was funded as a Minerva project (Socrates) by the European Union
Budget ± 300 000 euro
More information: http://www.scribani.org
The European educational system is increasingly taking into account individual learning styles and promoting self-guided learning and reduced contact hours, a trend that is also apparent in communication and language teaching: institutions specialized in this field are developing improved learning environments.
Co-ordinating efforts with four other European institutions, we will jointly develop and deploy a common platform for a modular, multi-lingual online writing center specializing in business, technical and academic communication, which enables students to train their writing and reading skills. Specifically, the project aims at improving the current writing skills training programs by:
- Developing a vision on teaching writing skills online, optimized for the European context.
- Developing an effective online didactical toolset that reinforces and complements traditional classroom techniques.
- Developing a European network of institutes that co-develop this toolset and deploy it in a teaching context.
- Developing a program to introduce the online writing platform in the classroom, facilitating its adoption by both teachers and students.
These goals are technically supported by developing (1) an XML-based repository with multi-lingual learning modules, evaluation components and supporting writing tools; (2) a template-based authoring environment in which the teaching staff creates the learning modules; and (3) a browser-based language training environment for the students. The solution is based on an open architecture that allows integration with other online learning tools and environments.
|
|
The influence of marked hyperlinks on the reading process in a foreign language: a cognitive approach
Promotor: prof. dr. L. Van Waes
Academic staff member: Isabelle De Ridder
Period: 2001-2003
The project was funded as a BOF/NOI (New Research Initiatives) project by the University of Antwerp
Budget: ± 110 000 euro
More information: http://www.uantwerpen.be/isabelle.deridder
This research project focuses on experimental research that aims at examining the impact of highlighted hyperlinks on the foreign language reading process, incidental vocabulary learning and overall text comprehension.
|
|
The influence of Voice Recognition on the Writing Process: Cognitive and Stylistic Effects of Speech Technology on Writing Business Texts
Promotor: prof. dr. L. Van Waes
Academic staff member: Mariëlle Leijten
Period: 2000-2002
The project was funded as a BOF/NOI (New Research Initiatives) project by the University of Antwerp, 2000-2002
Budget: ± 105 000 euro
More information: http://www.uantwerpen.be/marielle.leijten
It has been shown that the use of word processors and dictating devices as writing modes influences the organization of the writing process in a particular way. Voice recognition as a new writing mode also influences the writing process. In this research project we study the way in which voice recognition as a new writing mode influences the writing process.
Now that the voice recognition systems have improved to the point that they become more than acceptable, it's the moment to start a study to analyze the writing process in this mode. So far, there is little knowledge about the experience of writers who already use speech-input devices. The first part of the project dealt with the adaptation processes of initial users and in the second part writing processes in different writing modes are compared.
Results: After an adaptation period, people writing with voice recognition systems seem to develop a hybrid mode between dictating and writing with keyboard and mouse.
|
|
DILESCE: A Digital Writing and Reading Center
Promotor: prof. dr. L. Van Waes
Academic staff member: Liesbeth Opdenacker
Period: 2000-2002
The project was funded as a STIHO project (New Research Initiatives) by the Flemish Government (Education), 2001-2003
Budget: ± 120 000 euro
More information: http://www.Calliope.be
Calliope, the muse of writers, is the name of the online writing center that is being developed at the University of Antwerp. The main objectives of Calliope are:
to create a digital platform that enables students to train their writing skills in different languages;
to develop a number of exemplary modules, e.g. meeting minutes, summaries;
to evaluate the added value of the modules from a didactic, scientific and business communication angle.
This two-year project is funded by the Ministry of the Flemish Community in order to stimulate innovation in higher education (STIHO) and is a co-operation between Mercator Hogeschool Gent and UFSIA, Universiteit Antwerpen.
|
|
Data collection of speech material as a basis for the development of a Dutch speech recognition system
|
|
Creating a digital platform for the 'Algemeen Nederlandse Spraakkunst' (ANS, Standard Dutch Grammar)
|
|
Development of a selection procedure and screening for communication managers
|
|
Searching and revision strategies of professional and non-professional writers
|
|
Inventory of technical possibilities and limitations of language technology
|
|
|
| |
