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# The Corpus as Tutor: Data-driven Persuasive Language Learning

**Authors:** [Nicolai Winther-Nielsen](https://md.mova.elamur.ai/free/en/docs/papers/authors/nicolai-winther-nielsen/) · **Year:** 2017 (written 2012, revised 2015) · **Venue:** HIPHIL Novum 4/1, 23– **Link:** [tidsskrift.dk/hiphilnovum/article/view/142165](https://tidsskrift.dk/hiphilnovum/article/view/142165) · **Licence:** copyrighted (free to read, no CC licence) — summary only

[**0** citations](https://openalex.org/works?filter=cites:W4391942973) openalex-snapshot · 2026-10-14[**1** citations in our library](https://md.mova.elamur.ai/free/en/docs/papers/cited-by/hbo-2017-winther-nielsen-corpus-tutor-data-driven-persuasive/) of the 140673 papers whose bibliographies we read[HIPHIL Novum 4](https://openalex.org/S5406958382)[licence](https://tidsskrift.dk/hiphilnovum/about)

- [Publisher's page](https://doi.org/10.7146/hn.v4i1.142165)
- [PDF](https://tidsskrift.dk/hiphilnovum/article/download/142165/185856)
- [DOI 10.7146/hn.v4i1.142165](https://doi.org/10.7146/hn.v4i1.142165)
- [OpenAlex](https://openalex.org/W4391942973)

**Authors (1)**

1. Nicolai Winther-Nielsen

Citations and author metrics from openalex-snapshot (2026-10-14); authors with the same name are not always told apart.

## What it is about

The paper describes PLOTLearner and its successor Bible Online Learner, which generate Hebrew exercises directly from the annotated ETCBC database (Emdros objects: word, phrase, clause, with features). The design rests on Fogg's persuasive technology: an "ability" branch (reduction to quizzes, tunnelling through a curriculum, tailoring to the learner) and a "motivation" branch (tests, monitoring by others, self-monitoring). It replaces present–practice–produce teaching with a loop: the learner explores the corpus, practises on generated exercises, and a learning journey logs every answer, its time, and every wrong answer; exercises with the highest error rate are recommended for more practice. No learning outcomes are measured in the paper.

## Ideas

- I1. Generate Torah course exercises from the trees rather than writing them: pick a feature (binyan, stem, person, suffix, relation) and real verses that show it, the answer being the tree's value.
- I2. Log every learner answer with time and error, and order the next exercises by error rate per feature; the same log tells which features the SLM itself gets wrong when it is the learner.
- I3. Graded progression ("tunnelling") by feature frequency in the Torah: first the commonest forms (wayyiqtol 3ms, the article, אֵת), then the rarer.

## For Mova

I1 and I3 apply to the Torah course (`world/data/school/torah/*.lesson`, [13. Biblical Hebrew in Mova: the tools](https://md.mova.elamur.ai/free/en/docs/languages/hbo/13-mova-tools/) §10). I2 is the course's error log and a measure of the SLM on Hebrew forms, read per feature.

## Cite

The paper itself, not this card. BibTeX from the library's record of the work. [DOI 10.7146/hn.v4i1.142165](https://doi.org/10.7146/hn.v4i1.142165)

```
@inproceedings{winthernielsen2017corpus,
  title = {{The Corpus as Tutor: Data-driven Persuasive Language Learning}},
  author = {Winther-Nielsen, Nicolai},
  booktitle = {HIPHIL Novum 4},
  year = {2017},
  doi = {10.7146/hn.v4i1.142165},
  url = {https://doi.org/10.7146/hn.v4i1.142165}
}
```

- [← previous Corpus-driven visualization, learning and linguistics](https://md.mova.elamur.ai/free/en/docs/papers/hbo-2017-winther-nielsen-corpus-driven-visualization-learning-linguistics/)
- [next → Gendered Speech: A Sociolinguistic Study of Conversations between Men and Women in Biblical Narrative](https://md.mova.elamur.ai/free/en/docs/papers/hbo-2018-hare-gendered-speech-sociolinguistic-study-conversations/)
- [↑ back to Ancient Hebrew](https://md.mova.elamur.ai/free/en/docs/papers/hbo/)

## References

14 references, 0 of them with a card of ours. ↗ leads to the work, «find» searches for one we have no id for yet.

1. Andersen, F.I. and Dean Forbes. 2012. Biblical Hebrew Grammar Visualized , Winona Lake, Ind: Eisenbrauns, Boyle, T. 2003. Design principles for authoring dynamic, reusable learning objects. Australian Journal of Educational Technology, 19(1): 46-58. —. 2009. The design and development of learning objects for pedagogical impact. In L. Lockyer, S. Bennett, S. Agostinho, B. Harper, The Handbook of Research on Learning Design and Learning Objects: issues, applications and technologies, Hershey PA: IGI Global, 391-407 —. 2010. Layered learning design: towards an integration of learning design and learning object perspectives. Computers & Education 54(3): 661-668. [find](https://scholar.google.com/scholar?q=Andersen%2C+F%2EI%2E+and+Dean+Forbes%2E+2012%2E+Biblical+Hebrew+Grammar+Visualized+%2C+Winona+Lake%2C+Ind%3A+Eisenbrauns%2C+Boyle%2C+T%2E+2003%2E+Design+principles+for+authoring+dynamic%2C+reusable+learning+objects%2E+Australian)
2. Downes, S. 2001. Leaning objects: resources for distance education worldwide. International Review of Research in open and Distance Learning, 2(1). [Available online at: [http://www.irrodl.org/con-tent/v2.1/downes.html](http://www.irrodl.org/con-tent/v2.1/downes.html) (Accessed 19 February 2010)] [↗](http://www.irrodl.org/con-tent/v2.1/downes.html)
3. Flowerdew, L. 2012. Corpora and Language Education. New York and Houndmills, Basingstoke: Palgrave MacMillan Fogg, B.J. 2003. Persuasive Technology. Using Computers to Change What We Think and Do. San Francisco: Morgan Kaufmann. [↗](https://doi.org/10.1057/9780230355569)
4. Fogg, B.J. 2009. A Behavior Model for Persuasive Design. In S. Chatterjee, P. Dev, Persuasive Technology, Fourth International Conference. ACM International Conference Proceeding Series, vol 350. [Quoted from online version at [http://bjfogg.com/fbm_files/page4_1.pdf](http://bjfogg.com/fbm_files/page4_1.pdf) (accessed December 19, 2012)]. [↗](http://bjfogg.com/fbm_files/page4_1.pdf)
5. Gottschalk, J., and N. Winther-Nielsen, 2013. Persuasive skill development: On computational surveillance strategies for modeling learning statistics with PLOTLearner. In Behringer and Sinclair, IWEPLET 2013, Paphos, 16.-17.September 2013, 109-116. [find](https://scholar.google.com/scholar?q=Gottschalk%2C+J%2E%2C+and+N%2E+Winther%2DNielsen%2C+2013%2E+Persuasive+skill+development%3A+On+computational+surveillance+strategies+for+modeling+learning+statistics+with+PLOTLearner%2E+In+Behringer+and+Sinclair%2C+IWEPL)
6. Holley, D. and T. Boyle. 2012. Empowering teachers to author multimedia learning resources that support students’ critical thinking. EURODL, European Journal of Open and Distance Learning, Published 21.02.1012. [Available at: [http://www.eurodl.org/materials/contrib/2012/Holley_Boyle.pdf](http://www.eurodl.org/materials/contrib/2012/Holley_Boyle.pdf]) [↗](http://www.eurodl.org/materials/contrib/2012/Holley_Boyle.pdf])
7. Kay, R. H and L. Knack. 2007. Evaluating the learning in learning objects. Open Learning, 22(1): 5-28 [↗](https://doi.org/10.1080/02680510601100135)
8. Kofoed, J. B. 2014. The Perfect e-Storm: Repurposing Generative Learning Objects. HIPHIL Novum 1(2): 54-77 [http://hiphil.org/index.php/hiphil/article/view/60], [↗](https://doi.org/10.7146/hn.v1i2.142923)
9. Laurillard, D. 2012. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. London: Routledge Narciss, S., S. Sosnovsky, L. Schnaubert, E. Andrès, A. Eichelmann, G. Goguadze, E. Melis. 2014. Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71: 56-76 [↗](https://doi.org/10.4324/9780203125083)
10. Nesbit, J. C. and K. Belfer. 2004, Collaborative evaluation of learning objects, In R. McGreal, Online Education Using Learning Objects. London: Routledge, 138-153 [find](https://scholar.google.com/scholar?q=Nesbit%2C+J%2E+C%2E+and+K%2E+Belfer%2E+2004%2C+Collaborative+evaluation+of+learning+objects%2C+In+R%2E+McGreal%2C+Online+Education+Using+Learning+Objects%2E+London%3A+Routledge%2C+138%2D153)
11. Oinas-Kukkonen, H.. 2010. Behavior Change Support Systems: A Research Model and Agenda. In T. Ploug et al, Persuasive 2010. LNCS 6137. Berlin and Heidelberg: Springer-Verlag, 4–14 [find](https://scholar.google.com/scholar?q=Oinas%2DKukkonen%2C+H%2E%2E+2010%2E+Behavior+Change+Support+Systems%3A+A+Research+Model+and+Agenda%2E+In+T%2E+Ploug+et+al%2C+Persuasive+2010%2E+LNCS+6137%2E+Berlin+and+Heidelberg%3A+Springer%2DVerlag%2C+4%E2%80%9314)
12. Sandborg-Petersen, U. 2008. Annotated Text Databases in the Context of the Kaj Munk Archive: One Database Model, One Query Language, and Several Applications (PhD diss, Aalborg University; available at [http://www.hum.aau.dk/~ulrikp/PhD](http://www.hum.aau.dk/~ulrikp/PhD)). —. 2011. On Biblical Hebrew and Computer Science: Inspiration, Models, Tools, and Cross-Fertilization. In W. Th. van Peursen and J.W. Dyk, Tradition and Innovation in Biblical Interpretation. Studies Presented to Professor Eep Talstra on the Occasion of his Sixty-Fifth Birthday. Leiden: Brill, 261-276. [↗](http://www.hum.aau.dk/~ulrikp/PhD)
13. Schulze, M. 2010. ‘Taking Intelligent CALL to Task.’ In M. Thomas and H. Reinders, Task-based language learning and teaching with technology, New York and London: Continuum, 63-81 [find](https://scholar.google.com/scholar?q=Schulze%2C+M%2E+2010%2E+%E2%80%98Taking+Intelligent+CALL+to+Task%2E%E2%80%99+In+M%2E+Thomas+and+H%2E+Reinders%2C+Task%2Dbased+language+learning+and+teaching+with+technology%2C+New+York+and+London%3A+Continuum%2C+63%2D81)
14. Trinder, R. 2006. Language Learning with Computers: The Students' Perspective. A Theoretical and Empirical Investigation. Frankfurt: Peter Lang Winther-Nielsen, N. 2011. Persuasive Hebrew Exercises: The Wit of Technology-Enhanced Language Learning. In W. Th. van Peursen and J.W. Dyk, Tradition and Innovation in Biblical Interpretation. Studies Presented to Professor Eep Talstra on the Occasion of his Sixty-Fifth Birthday. Leiden: Brill, 277-98 – . 2013. PLOTLearner as Persuasive Technology: Tool, Simulation and Virtual World for Language Learning. I Reinhold Behringer og Georgi Sinclair, IWEPLET 2013 Proceedings, p. 21-28 [[http://www.iweplet2013.eu/http://www.lulu.com/shop/reinhold-behringer-and-georgina-sin-clair/iweplet-2013-proceedings/paperback/product-21189131.html](http://www.iweplet2013.eu/http://www.lulu.com/shop/reinhold-behringer-and-georgina-sin-clair/iweplet-2013-proceedings/paperback/product-21189131.html)] – . 2014. PLOTLearner’s Persuasive Achievement: Force, Flow and Context in Technology for Language Learning from the Hebrew Bible. HIPHIL Novum 1(2): 78-94 [http://hiphil.org/index.php/hiphil/arti-cle/view/57]. [↗](http://www.iweplet2013.eu/http://www.lulu.com/shop/reinhold-behringer-and-georgina-sin-clair/iweplet-2013-proceedings/paperback/product-21189131.html)