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This commentary reconsiders the description and assessment of the design and implementation of German Tutor, an Intelligent Language Tutoring System (ILTS) for learners of German as a foreign language, published in 2001. Based on our experience over the past 15 years with the design and real classroom use of an ILTS, we address a number of technological and pedagogical issues as they relate to the approach and motivation of designing an ILTS. We also discuss some of the core limitations ofdoi:10.1007/s40593-015-0061-0 fatcat:dzdy5lpkfffprh6esegl4df7cm