Affective Mobile Language Tutoring System for Supporting Language Learning

Abstract

Students often face difficulties and experience negative emotions toward second language learning. The affective tutoring system (ATS) is a next-generation learning approach that can detect the affective status of learning to increase performance. Therefore, for the purposes of this study, an innovative affective mobile language tutoring system (AMLTS) was designed to support Japanese language learning. The effects of AMLTS, along with asynchronous discussion, that were intended to improve performance, were examined using a triangulation method. To investigate the effect on emotion, the proposed AMLTS provides a virtual emotion agent that can interact with users and record emotional events, learning assessments, and the results of the interaction into a database. Learning effectiveness evaluations were conducted via two experiments: prototype evaluation and final evaluation. Sixty-three students, all beginners, were invited to use the AMLTS to learn Japanese. The research results show that the proposed AMLTS affective interaction design significantly improves learner engagement and performance. In the emotion feedback analysis and learning process, AMLTS helped students deepen their understanding of the content, enabled them to clearly understand the content, and to engage in peer interaction and experience positive emotions. In the evaluation of system usability, AMLTS reveals good usability for foreign language acquisition.

Enhancing Foreign Language Learning Outcomes and Mitigating Cultural Attributes Inherent in Asian Culture in a Mobile-Assisted Language Learning Environment

“…Therefore, we may assume that the mobile-assisted language learning activity was beneficial for improving the learning outcomes of the participants, including the participants' recall and understanding of the learning material, as well as their creativity. Our findings were in line with those found in earlier related studies [6,7,67]. Considering the absence of a control condition, we need to be cautious regarding the findings.…”

How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context

“…There is a consensus that emotion significantly impacts cognitive activities (e.g., learning) (Wu et al, 2016a , 2022 ; Ma and Lin, 2017 ). Particularly, the close connection between emotions and language learning motivation is also empirically verified (Yu et al, 2022 ).…”

“…Particularly in language education, Ma and Lin ( 2017 ) discover that ATS can make Japanese learning more interesting and provide an adaptive learning environment. Similarly, Wu et al ( 2022 ) note that the affective mobile language tutoring system (AMLTS) can deepen content understanding, promote engagement in peer interaction, and generate positive emotions. So far, ATS has been mainly applied in foreign language education, particularly in Japanese learning, whereas there are few studies on the use of ATS in the EFL context.…”

A systematic review on cross-culture, humor and empathy dimensions in conversational chatbots: the case of second language acquisition

“…(2017) A chatterbot derived from Alice with an enriched library To assist children in acquiring English vocabulary N/A The chatterbot improves educational outcomes such as motivation and cognitive abilities Wahyuni (2022) An EFL chatbot To cope with the loss of L2 interactions after class, N/A Upscaling learners' self-confidence by incorporating a chatbot into the classroom as an alternate method to deal with learners' lack of interactions using English Wilcock and Yamamoto (2015) CALL, COGINFOCOM NLP Wikitalk To employ CogInfoCom channels to increase the learner's interest and engagement. N/A The robot's nonverbal behavior increases the learner's involvement in the discourse, and the learner's degree of interest may be assessed by monitoring the learner's nonverbal signals Wu et al. (2022) An innovative affective mobile language tutoring system (AMLTS) To use AMLTS in an effective manner 63 Taiwanese students learn Japanese AMLTS emotional interaction design significantly promotes learner engagement and performance Xie et al.…”

“…Affective methods are learning techniques focused with negative and positive emotion management ( Wu et al., 2022 ). Thirteen studies have examined the affective strategies of L2 chatbots, whereby L2 chatbots help learners cope with language learning anxiety and foster engagement.…”