Datos de aplicación pedagógica de herramientas informáticas de procesamiento del lenguaje como experiencia de taller

Description: Data corresponding to the analysis of a pedagogical experience based on the study of Argentine Spanish are shared. A short report on the data and a glossary are included. The experience was part of a postdoctoral research focused on the pedagogical application of the NooJ processing tool created by Max Silberztein in 2002. About the functionality of NooJ, you can browse the link to the website that is in English (https://nooj.univ-fcomte.fr/) or collect the information in Spanish that we provide in the book "Aprendo con NooJ", available in the UNR repository, (see related publications). It is based on the assumption that it is possible to improve linguistic proficiency in the comprehension and production of texts, especially argumentative skills through interaction with a computer tool. Depending on the interaction, metalinguistic reflection is activated, by "teaching" a "robot" the data of a given language. The population involved in the experience was diverse, since both graduates of humanistic careers and students at different stages of their undergraduate training participated. The call was made through the School of Letters of the Faculty of Humanities and Arts, with the collaboration of students from the Institute of Higher Education No. 28 "Olga Cossettini". Both institutions are located in the city of Rosario, province of Santa Fe. Initially it was a group of thirty-five students and eight students finished. The pedagogical experience had a workshop format with a practical approach. Both the initial diagnosis and the final report, as well as the follow-up, were managed using Google Forms, the results of which are presented in graphs attached to the files. The forms made it possible to evaluate the development of the workshop with an initial state, an intermediate state and a final state. At the end of the pedagogical experience, an improvement was observed with respect to the initial state both in grammatical knowledge and in the use of argumentative structures. The improvement refers not only to the teacher's evaluation but also to the students' self-perception. The entire experience was carried out virtually through the Meet platform. Workshop participants downloaded the NooJ tool to their computers and the screen sharing feature was leveraged to identify errors and suggest necessary fixes. The complete plan for the development of the classes can be seen in the reading of the article to which these data refer in the Journal of Epistemology and Human Sciences (related publication). In the same article you can see the images of the Google forms that were created especially to monitor the development of the workshop within the framework of the research. Content and data organization View the file 0_Informe_datos.txt Data value: It is important to note that this research has a pedagogical objective as its axis. Thus, two types of data are provided: on the one hand, the results obtained from Google forms designed as analysis instruments are presented, which allow monitoring the different phases of interaction between the NooJ language processing tool and users, even differentiating profiles. In this way, the graphics prepared with the answers to these forms are made available. This data is organized into three folders: "Taller_diagnóstico", "Taller_seguimiento" and "Taller_cierre". Morphological and syntactic grammars designed in the NooJ platform are included as didactic material for the workshop and are available in a folder called “Workshop content”. These grammars have been developed with reference a corpus of texts provided in the archives. Thanks to the flexibility of NooJ, it has been possible to build a grammar capable of processing sentences with tacit subjects, which represents a significant innovation by allowing the processing of missing elements. The Google Forms designed for the research have an applicability focused on the pedagogical field, therefore, they can be of interest not only to linguists but also to those who work in the educational sphere and who are interested in seeing how computer tools can be implemented in language teaching and learning with an innovative methodology that leads to the design of new curricula, study plans or even educational policies that tend incorporate digital tools. In particular, teachers of languages or humanistic subjects will appreciate in the data of this research a way to elaborate pedagogical strategies in which argumentative structures play a central role. In turn, the grammars contained in the “Workshop Content” folder will be useful for researchers in linguistics and automatic processing of Spanish, especially with regard to the Spanish of Argentina, as interaction data with a language processing tool. On the other hand, those who focus on the development of PLN tools will see the importance of adapting to linguistic peculiarities and regional uses, adopting an ethical point of view in the face of globalizing and simplifying attempts. Finally, those involved in applied linguistics, language teaching, or educational technology will find these data an interesting reference for their research.