Developing a sentence structure visualising tool for language learning: practical challenges and open research opportunities

While modern advancements in computing for education arguably can both support and extend existing second language learning practices, designing novel educational activities around emerging technologies is a challenging task from both technical and pedagogical perspectives. The present paper discusses the challenges we faced and the solutions we adopted while designing an instrument for natural language grammar acquisition in language education, based on visual representations that allow learners to freely explore sentences’ grammatical structures. We show that even a relatively simple concept rooted in a well-established linguistic theory could not simply be turned into a full-fledged language learning app without numerous compromises due to various technological and pedagogical constraints. The intuitive idea of representing grammar structures with graphical elements proved surprisingly difficult to formalise. It also turned challenging to design a system of visual elements that accurately codify grammar concepts without overwhelming the users. From a conceptual standpoint, our work advances the understanding of how emerging technologies can not only support but also transform second language learning practices by enabling new kinds of learning activities that are not achievable without technological support. From a methodological standpoint, our paper presents a reflective account of the design process behind a practical language learning tool grounded in linguistic theory, highlighting practical compromises and design decisions. We believe our experience can provide valuable insights for CALL researchers, educators, and developers that aim to design innovative language learning applications, educational activities, and tools. Such new kinds of activities and language learning practices open interesting potential research opportunities.