Résumé
This paper focuses on the use of technology in language learning. Language training requires the need to group learners homogeneously and to provide them with instant feedback on their productions such as errors [8, 15, 17] or proficiency levels. A possible approach is to assess writings from students and assign them with a level. This paper analyses the possibility of automatically predicting Common European Framework of Reference (CEFR) language levels on the basis of manually annotated errors in a written learner corpus [9, 11]. The research question is to evaluate the predictive power of errors in terms of levels and to identify which error types appear to be criterial features in determining interlanguage stages. Results show that specific errors such as punctuation, spelling and verb tense are significant at specific CEFR levels.