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[Corpora-List] [DEADLINE EXTENSION] Last call for papers for NLP4CALL 2026
Arianna Masciolini via Corpora Tue, 22 Sep 2026 10:26:32 -0700
|[DEADLINE EXTENSION] Last call for papers for NLP4CALL 2026 November
19-20, 2026. Gothenburg, Sweden and online
https://nlp4call.github.io/current/
________________________________________________________________________________
We are happy to announce the 15th edition of the NLP4CALL workshop on
Natural Language Processing for Computer-Assisted Language Learning.
This year, NLP4CALL will be a two-day hybrid event that will take place
on November 19-20, 2026. Onsite participation will be possible at the
Humanisten building of the University of Gothenburg (Renströmsgatan 6,
Göteborg, Sweden) and a link for remote participation will be shared
closer to the workshop dates. Both onsite and online participation are
free of charge. Contents: - Workshop description - Submission
information - Important dates - Registration - Invited speakers -
Organizers - Contact - Funding Workshop description
________________________________________________________________________________
The workshop series on Natural Language Processing (NLP) for
Computer-Assisted Language Learning (NLP4CALL) is a meeting place for
researchers working on integrating Natural Language Processing and
Speech Technologies in CALL systems and exploring the theoretical and
methodological issues arising from this connection. The latter includes,
among others, the integration of insights from Second Language
Acquisition (SLA) research, and the promotion of “Computational SLA”
through setting up Second Language research infrastructures. The
intersection of Natural Language Processing (or Language Technology /
Computational Linguistics) and Speech Technology with Computer-Assisted
Language Learning (CALL) brings “understanding” of language to CALL
tools, thus making CALL intelligent. This fact has given the name for
this area of research — Intelligent CALL, or short, ICALL. As the
definition suggests, apart from having excellent knowledge of Natural
Language Processing and/or Speech Technology, ICALL researchers need
good insights into SLA theories and practices, as well as knowledge of
second language pedagogy and didactics. This workshop therefore invites
a wide range of ICALL-relevant research, including studies where
NLP-enriched tools are used for testing SLA and pedagogical theories,
and vice versa, where SLA theories, pedagogical practices or empirical
data are modeled in ICALL tools. The NLP4CALL workshop series is aimed
at bringing together competences from these areas for sharing
experiences and brainstorming around the future of the field. We welcome
papers: - that describe research directly aimed at ICALL; - that
describe the ongoing development of resources and tools with potential
use in ICALL, either directly in interactive applications, or indirectly
in materials, application, or curriculum development, e.g. learning
material generation, assessment of learner texts and responses,
individualized learning solutions, provision of feedback; - that discuss
challenges and/or research agenda for ICALL; - that describe empirical
studies on language learner data. This year, the workshop has a special
focus on process-oriented approaches to educational NLP, including but
not limited to work related to the collection and analysis of keystroke
data from langauge learners. Submission information
________________________________________________________________________________
Submissions should describe original unpublished complete or in-progress
work and follow the ACL Guidelines for Generative Assistance in
Authorship
(https://www.aclweb.org/adminwiki/index.php/ACL_Policy_on_Publication_Ethics#Guidelines_for_Generative_Assistance_in_Authorship).
Each submitted paper will be peer-reviewed by at least two members of
the program committee in a double-blind fashion. All accepted papers
will be collected into a proceedings volume to be published both in the
NEALT Proceeding Series and through the ACL anthology. We accept short,
long and demo papers, all of which have to adhere to the following page
limits: - short and demo papers: between 4 and 7 pages - long papers:
between 8 and 12 pages. Also note that: - references and appendices do
not count towards these page limits - the main body of the paper has to
be self-contained, as reviewers are not required to read any appendices
- camera-ready versions of accepted papers will be allowed an additional
page to address reviewer comments. Papers should be submitted as PDFs
through EasyChair
(https://easychair.org/account/signin?l=7836699869611025050.1789051827.85f55ac3).
LaTeX and Word templates are available at
https://github.com/NLP4CALL/nlp4call.github.io/blob/website/_includes/other_info/submission_information.md#templates.
Important dates
________________________________________________________________________________
- paper submission deadline: September 27, 2026 (EXTENDED) -
notification of acceptance: October 15, 2026 - camera-ready deadline:
October 29, 2026 - workshop: November 19-20, 2026 All deadlines are AoE.
Registration
________________________________________________________________________________
Registrations are open! You can find the registration form at
https://forms.cloud.microsoft/pages/responsepage.aspx?id=Me2YB7D1NUmGPHPuJQWAbmLPZoi3DsVGgdMEtK8dhOFUQjRRRVBJOVE1NkU3MEI0NVVQR0ZFQVU5Vi4u&route=shorturl.
Invited speakers
________________________________________________________________________________
Prof. Andrea Horbach: A Focus on the Writing Process With and Without AI
Support: Insights from the German PISA 2025 Foreign Language Assessment
Data Collection Bio: Andrea Horbach has been professor for Educational
NLP at Kiel University and the Leibniz Institute for Science and
Mathematics Education (IPN) since 2024. Her research interests include
free-text scoring, argument mining, automated feedback, and the use of
process data for assessment. She is particularly interested in
developing explainable and fair methods that support human agency in
writing and assessment processes. Abstract: Automated essay scoring has
traditionally focused on the text as the final written product. More
recently, corpora that include keylogging data have made it possible to
shift the focus toward writing as a process: to investigate how students
write and revise their texts, and to explore whether scoring models can
provide useful feedback before the final essay is completed. Moreover,
AI-based writing support is becoming increasingly available, but we
still know comparatively little about how students actually use such
systems while writing. In this talk, I will give an overview of ongoing
work based on data from the German PISA 2025 foreign language
assessment. The data combine final essays and their scores with
intermediate text states, keylogging information, and interaction logs
from an LLM-based writing support chatbot. I will present first results
on how intermediate texts and process information can be used as early
evidence for automated scoring, and how students interact with AI
support during writing. I will conclude by discussing what these data
can tell us about timely feedback, the interpretation of process
evidence, and the role of AI support in computer-assisted language
learning. Dr. Rianne Conijn: Moving beyond the product: Keystroke
Logging for CALL Bio: Rianne Conijn is an assistant professor in
learning analytics in the Human-Technology Interaction group at
Eindhoven University of Technology, the Netherlands. Her research
focuses on developing methods to capture and model learning behavior
(e.g., self-regulated learning) and writing behavior (e.g., revision
processes), using fine-grained behavioral data, such as keystroke and
clickstream data. In addition, she uses these methods to examine how
educational technologies, such as generative AI, affect the learning
process. Rianne recently received a NWO Veni grant on “Human-Centered AI
in education” where she aims to improve human-AI collaboration in
writing in higher education. Abstract: This abstract has been rewritten
by me and polished with AI several times, yet you only read this final
version. The final product of writing reveals little of the cognitive
and behavioural activities involved in producing it. Keystroke logging,
e.g. using Inputlog, can provide detailed insights into how writing
unfolds. However, its value depends on how we interpret and analyse
these data. In this talk, I show how keystroke data can inform our
understanding of students’ writing at three levels, each making
different aspects of the process visible and each requiring its own
analytical choices. The micro level covers individual key events and
short sequences, for instance showing that pauses cannot simply be
equated with planning. The meso level characterizes how a writing
session unfolds over time, revealing patterns that can inform writing
instruction that whole-session averages obscure. The macro level extends
the analysis across a project, tracing activity across sessions, drafts,
and changing task demands. Finally, I discuss how these perspectives can
help us investigate writing with generative AI, drawing on ongoing
research into students’ master thesis writing. Together, these
perspectives show how analysing writing at different levels can deepen
our understanding of how students produce texts, both with and without
generative AI. Organizers
________________________________________________________________________________
- Arianna Masciolini, Språkbanken Text, University of Gothenburg, Sweden
- David Alfter, Gothenburg Research Infrastructure in Digital Humanities
(GRIDH), University of Gothenburg, Sweden - Herbert Lange, Språkbanken
Text, University of Gothenburg, Sweden - Ricardo Muñoz Sánchez,
Språkbanken Text, University of Gothenburg, Sweden - Ildikó Pilán,
Norwegian Computing Center, Norway - Elena Volodina, Språkbanken Text,
University of Gothenburg, Sweden Contact
________________________________________________________________________________
For more information about the workshop, you are welcome to reach out to
[email protected]. Funding
________________________________________________________________________________
This workshop is jointly supported by: - Språkbanken – jointly funded by
its 10 partner institutions and the Swedish Research Council (2025–2028;
project id 2023-00161); - Huminfra; - the Department of Swedish,
Multilingualism, Language Technology; - the IncluEdS project. |
