Publication
This paper introduces a novel tool to support and engage English language learners with feedback on the quality of their argument structures. We present an approach which automatically detects claim-premise structures and provides visual feedback to the learner to prompt them to repair any broken argumentation structures.To investigate, if our persuasive feedback on language learners’ essay writing tasks engages and supports them in learning better English language, we designed the ALEN app (Argumentation for Learning English). We leverage an argumentation mining model trained on texts written by students and embed it in a writing support tool which provides students with feedback in their essay writing process. We evaluated our tool in two field-studies with a total of 28 students from a German high school to investigate the effects of adaptive argumentation feedback on their learning of English. The quantitative results suggest that using the ALEN app leads to a high self-efficacy, ease-of-use, intention to use and perceived usefulness for students in their English language learning process. Moreover, the qualitative answers indicate the potential benefits of combining grammar feedback with discourse level argumentation mining.