Automated English Language Learning Using BERT-LSTM Model
The addition of sophisticated natural language processing (NLP) models such as BERT (Bidirectional Encoder Representations from Transformers) and LSTM (Long Short-Term Memory) interfaces has been tried has changed dramatically in spontaneous English gets to try it. As a basic feature extractor, BERT is well known for its ability to obtain detailed contextual information in both directions. A series of learning abilities, important for tasks such as comprehension, interpretation, and grammar correction, are incorporated into BERT with LSTM levels. Using categorised statistics, the model is customized to basic English gaining knowledge of duties to growth comprehensibility and accuracy of written responses Experimental findings affirm the usefulness of BERTLSTM within the use of a number of linguistic bureaucracy and the appropriateness of linguistics inside the manufacturing of contextual facts. Additionally, the layout heightens interest and improves language competencies via tailoring the mastering experience to each pupil's precise profile. Future works will focus on constructing a bendy curriculum that dynamically adapts to pupil success, extending the version's applicability to different languages, and exploring greater combos for wealthy gaining knowledge of environments. Finally, the BERT-LSTM application is a revolutionary approach to automatic English learning that provides instructors and college students with modern resources to aid powerful language mastering and student engagement with the internet so gaining knowledge of environment.
Authors
- Chandan G. Reddy (ORCID: https://orcid.org/0000-0001-5053-8085)
- Yaisna Rajkumari (ORCID: https://orcid.org/0000-0002-8093-9450)
- Mohammad Khaja Shaik (ORCID: https://orcid.org/0009-0000-8996-6407)
- S Prema
- J Naga Madhuri (ORCID: https://orcid.org/0000-0002-6941-3378)
- V. Arunadevi
Institutions
- Siddhartha Medical College (IN)
- National Institute of Technology Delhi (IN)
Publication Details
- Published
- 2024-12-20
- DOI
- https://doi.org/10.1109/icaiqsa64000.2024.10882368
- Primary Topic
- Educational Technology and Assessment
- Type
- article
- Field-Weighted Citation Impact
- 0.00