The FeedBook - Publications
Colling, L., Deininger, H., Parrisius, C., von Keyserlingk, L., Bodnar, S., Holz, H., ... Meurers, D. (2025). How do learners practice? – theory-informed sequence analyses to investigate self-regulated learning processes and their link to achievement. Educational Psychology, 1–24. DOI
Deininger, H., Parrisius, C., Lavelle-Hill, R., Meurers, D., Trautwein, U., Nagengast, B., & Kasneci, G. (2025). Who did what to succeed? individual differences in which learning behaviors are linked to achievement. In LAK 25: Proceedings of the 15th International Learning Analytics and Knowledge Conference (pp. 771-782). DOI
Holz, H., Wendebourg, K., Pieronczyk, I., Bodnar, S., Meurers, D., Parrisius, C. (2025). Design and User Preferences of Pedagogical Agents for an Intelligent Tutoring System for EFL. In: Smith, B.K., Borge, M. (eds) Learning and Collaboration Technologies. Proceedings of the 27th International Conference on Human-Computer Interaction (HCII). Lecture Notes in Computer Science, vol 15807. Springer, Cham. DOI
Pili-Moss, D., Hamrick, P., Wendebourg, K., Schmidt, T., & Meurers, D. (2025). Implicit statistical learning and working memory predict EFL development and written task outcomes in adolescents. System, 131, 103656. DOI
Schmidt, T. (2025). Towards Adaptive Language Learning Acknowledging Linguistic Variability and Curricular Constraints. Doctoral Thesis. Informatics. University of Tübingen. DOI
Schmidt, T, & Pili-Moss, D. (2025). Effective digital practice in the competence-oriented English as a foreign language classroom in Germany: Focus on L2 development and feedback in an intelligent tutorial system. Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Taylor and Francis Inc., p. 146-158. DOI
Blume, C., Middelanis, L., & Schmidt, T. (2024). Where Tasks, Technology, and Textbooks Meet: An Exploratory Analysis of English Language Teachers’ Perceived Affordances of an Intelligent Language Tutoring System. In A. Ketzer-Nöltge, & N. Würffel (Eds.), Textbook 4.0 – From Paper-Based Textbooks with Digital Components to Interactive Teaching and Learning Environments (pp. 125-161). (Kolloquium Fremdsprachenunterricht; Vol. 77). Peter Lang Verlag. DOI
Colling, L., Kholin, M., & Meurers, D. (2024). A Learning Analytics Dashboard for K-12 English Teachers-Bridging the Gap Between Student Process Data and Teacher Needs. In Adjunct Proceedings of the 32nd ACM Conference on User Modeling, Adaptation and Personalization (pp. 538-548). DOI
Colling, L., Pieronczyk, I., Parrisius, C., Holz, H., Bodnar, S., Nuxoll, F., & Meurers, D. (2024). Towards Task-Oriented ICALL: A Criterion-Referenced Learner Dashboard Organising Digital Practice. In CSEDU (1) (pp. 668-679). DOI
Deininger, H., Pieronczyk, I., Parrisius, C., Plumley, R. D., Meurers, D., Kasneci, G., Nagengast, B.,Trautwein, U., Greene, J. A., & Bernacki, M. L. (2024). Using theory-informed learning analytics to understand how homework behavior predicts achievement. Journal of Educational Psychology. DOI
Heck, T., & Meurers, D. (2024). Exercise parameters influencing exercise difficulty. CALL for all Languages - EUROCALL 2023 Short Papers (pp. 236-241). DOI
Löber, S., Rudzewitz, B., Souto, D. V., Ribeiro-Flucht, L., & Chen, X. (2024). Developing a Web-Based Intelligent Language Assessment Platform Powered by Natural Language Processing Technologies. In Proceedings of the 13th Workshop on Natural Language Processing for Computer Assisted Language Learning (pp. 126-136). PDF
Colling, L., Heck, T., & Meurers, D. (2023). Reconciling Adaptivity and Task Orientation in the Student Dashboard of an Intelligent Language Tutoring System. In Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023) (pp. 288-299). DOI
Deininger, H., Lavelle-Hill, R., Parrisius, C., Pieronczyk, I., Colling, L., Meurers, D., ... & Kasneci, G. (2023). Can you solve this on the first try?–Understanding exercise field performance in an intelligent tutoring system. In International Conference on Artificial Intelligence in Education (pp. 565-576). Cham: Springer Nature Switzerland. DOI
Heck, T., & Meurers, D. (2023). Exercise generation supporting adaptivity in intelligent tutoring systems. In International Conference on Artificial Intelligence in Education (pp. 659-665). Cham: Springer Nature Switzerland. DOI
Heck, T., & Meurers, D. (2023). Using learning analytics for adaptive exercise generation. In Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2023) (pp. 44-56). DOI
Heck, T., & Meurers, D. (2023). On the relevance and learner dependence of co-text complexity for exercise difficulty. In Swedish Language Technology Conference and NLP4CALL (pp. 71-84). DOI
Hui, B., Rudzewitz, B., & Meurers, D. (2023). Learning processes in interactive CALL systems: Linking automatic feedback, system logs, and learning outcomes. Language Learning & Technology 27(1), 1–23. URL
Parrisius, C., Pieronczyk, I., Wendebourg, K., Rieger, S., Schmidt, T., Meures, D., ... & Nagengast, B. (2023). Examining Effects of Gamification Elements in an Intelligent Tutoring System for 7th Grade English Learners on Their Motivation–A Randomized Controlled Field Trial (Pre-registration). PDF
Pili-Moss, D, Schmidt, T., Beilharz, S., & Blume, C. (2023). Projekt Interact for School (I4S). Unterrichtseinheit und Target-Task zum Thema „Giving Advice“, Language Focus: The Past Tense, Gerunds, Modals; Grade 7. Leuphana Universität Lüneburg/Universität Tübingen. DOI
Pili-Moss, D, Schmidt, T., & Beilharz, S. (2023). Projekt Interact for School (I4S). Unterrichtseinheit und Target-Task zum Thema „ Intercultural Comparisons/School Life “, Language Focus: The Conditional; Grade 7. Leuphana Universität Lüneburg/Universität Tübingen. DOI
Pili-Moss, D, Schmidt, T., & Beilharz, S. (2023). Projekt Interact for School (I4S). Unterrichtseinheit und Target-Task zum Thema „ Feelings and Friendship “, Language Focus: Question Formation; Grade 7. Leuphana Universität Lüneburg/Universität Tübingen. DOI
Pili-Moss, D, Schmidt, T., & Beilharz, S. (2023). Projekt Interact for School (I4S). Unterrichtseinheit und Target-Task zum Thema „ Diverse Britain/The German Exchange“, Language Focus: The Future; Grade 7. Leuphana Universität Lüneburg/Universität Tübingen. DOI
Ruiz, S., Rebuschat, P., & Meurers, D. (2023). Supporting Individualized Practice through Intelligent CALL. In Practice and Automatization in Second Language Research (pp. 119-143). Routledge. DOI
Alexopoulou, T., Meurers, D., & Murakami, A. (2022). Big data in SLA: Advances in methodology and analysis. In The Routledge handbook of second language acquisition and technology (pp. 92-106). Routledge. PDF
Heck, T., Meurers, D., & Nuxoll, F. (2022). Automatic exercise generation to support macro-adaptivity in intelligent language tutoring systems. Intelligent CALL, granular systems and learner data: short papers from EUROCALL, 2022, 162-167. DOI
Heck, T., & Meurers, D. (2022). Parametrizable exercise generation from authentic texts: Effectively targeting the language means on the curriculum. In Proceedings of the 17th Workshop on Innovative Use of NLP for Building Educational Applications (BEA 2022) (pp. 154-166). DOI
Parrisius, C., Wendebourg, K., Rieger, S., Loll, I., Pili-Moss, D., Colling, L., ... & Nagengast, B. (2022). Effective Features of Feedback in an Intelligent Tutoring System-A Randomized Controlled Field Trial (Pre-Registration). DOI
Pili-Moss, D., Schmidt, T., Blume, C., Middelanis, L., & Meurers, D. (2022). Enhancing EFL classroom instruction via the FeedBook: effects on language development and communicative language use. Arnbjörnsdóttir, Birna; Bédi, Branislav; Bradley, Linda; Friðriksdóttir, Kolbrún, 328-333. DOI
Schmidt, T., & Strasser, T. (2022). Artificial intelligence in foreign language learning and teaching: a CALL for intelligent practice. Anglistik: International Journal of English Studies, 33(1), 165-184. PDF
Heck, T., Meurers, D., & Bodnar, S. (2021). Automatic generation of form-based grammar exercises from authentic texts. Master's Thesis, University of Tübingen. PDF
Quixal, M., Rudzewitz, B., Bear, E., & Meurers, D. (2021). Automatic annotation of curricular language targets to enrich activity models and support both pedagogy and adaptive systems. Proceedings of the 10th Workshop on Natural Language Processing for Computer Assisted Language Learning (NLP4CALL 2021). Linköping Electronic Conference Proceedings 177: 38–54. PDF
Rudzewitz, B. (2021). Learning Analytics in Intelligent Computer-Assisted Language Learning. Doctoral Thesis, University of Tübingen. DOI
Rudzewitz, B., Ziai, R., Nuxoll, F., De Kuthy, K., & Meurers, D. (2019). Enhancing a Web-based Language Tutoring System with Learning Analytics. In EDM (Workshops) (pp. 1-7). PDF
Ziai, R., Nuxoll, F., De Kuthy, K., Rudzewitz, B., & Meurers, D. (2019). The impact of spelling correction and task context on short answer assessment for intelligent tutoring systems. In Proceedings of the 8th Workshop on NLP for Computer Assisted Language Learning (pp. 93-99). PDF
Rudzewitz, B., Ziai, R., De Kuthy, K., Möller, V., Nuxoll, F., & Meurers, D. (2018). Generating feedback for English foreign language exercises. In Proceedings of the thirteenth workshop on innovative use of NLP for building educational applications (pp. 127-136).DOI
Ziai, R., Rudzewitz, B., De Kuthy, K., Nuxoll, F., & Meurers, D. (2018). Feedback strategies for form and meaning in a real-life language tutoring system. In Proceedings of the 7th workshop on NLP for Computer Assisted Language Learning (pp. 91-98). DOI
Ziai, R. (2018). Short Answer Assessment in Context: The Role of Information Structure. Doctoral Thesis, University of Tübingen. DOI
Rudzewitz, B., Ziai, R., De Kuthy, K., & Meurers, D. (2017). Developing a web-based workbook for English supporting the interaction of students and teachers. In Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition (pp. 36-46). DOI