Conversational Agents in Language Education: Where They Fit and Their Research Challenges

Divekar, Rahul R.; Lepp, Haley; Chopade, Pravin; Albin, Aaron; Brenner, Daniel; Ramanarayanan, Vikram

doi:10.1007/978-3-030-90179-0_35

Cited by 8 publications

(3 citation statements)

References 24 publications

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“…Thus, the chatbot is a platform for both teachers’ and learners’ new exposure to teaching and learning different language skills in different contexts ( Adam et al, 2021 ). This is especially true for developing EFL speaking skills ( Divekar et al, 2021 ). This conversational agent works by providing visual contexts, embodying dialogue agents, speech recognition, sustained engagement, and understanding natural language for improving conversational skills ( Adam et al, 2021 ; Allouch et al, 2021 ; Fitria, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

The use of chatbots in university EFL settings: Research trends and pedagogical implications

Klímová

Seraj

2023

Front. Psychol.

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This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot’s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

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Section: Resultsmentioning

confidence: 99%

The use of chatbots in university EFL settings: Research trends and pedagogical implications

Klímová

Seraj

2023

Front. Psychol.

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“…A key contributor to its integration lies in MALL app user experience (UX) design. This theme is reflected in several research studies that employ questionnaires and interviews to explore users' experiences with language-learning technologies in some way, even when this is not always the focus of the study (e.g., Divekar et al, 2021;Pikhart, 2020;Seppälä et al, 2022). Seppälä et al (2020) point out that today's users have high expectations for interactivity with digital tools and that their expectations directly impact their engagement and motivation as language learners.…”

Section: Current Technology Uptake In L2 Learning Practicesmentioning

confidence: 99%

“…Technology supports various aspects of L2 learning, including assisting learners with increasing their vocabulary knowledge (Brown & Seibert Hanson, 2019), pronunciation skills (Guo et al, 2019), communication and conversation skills (Ayedoun et al, 2019), writing skills (Taskiran & Yazici, 2021), grammar skills (Wen & Piao, 2020), listening skills (Hu & Wu, 2020), and even cultural knowledge (Divekar et al, 2021). The following section describes language learners’ current uptake of technology in the form of mobile learning apps , adaptive feedback systems , and chatbots .…”

Section: Introductionmentioning

confidence: 99%

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

Yuen,

Schlote

2024

Journal of Educational Technology Systems

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This study examines learners’ experiences and the use of language learning applications (“apps”) as a primary source of second or additional language learning (“L2”) instruction and assessment in higher education. It purviews the integration of artificial intelligence (AI)-powered features that support technology-enhanced language learning experiences. Principles of pedagogy, heutagogy, and self-determination theory are used to inform the appropriate design and application of AI to support language learning. We examine the congruence between learner's goals with perceived outcomes following a 4-week language learning intervention using an app. A survey of n = 151 adult learners across two Canadian universities revealed: (a) apps are perceived as an engaging, convenient, and structured approach to early stages of L2 learning and (b) the integration of AI for conversation-based simulations or speech recognition would enable more adaptive, personalized L2 learning experiences. The authors discuss implications for future developments and AI uptake for language learning apps.

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Evaluating a Conversational Agent for Second Language Learning Aligned with the School Curriculum

Bear

Chen

2023

Communications in Computer and Information Science

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Conversational Agents in Language Education: Where They Fit and Their Research Challenges

Cited by 8 publications

References 24 publications

The use of chatbots in university EFL settings: Research trends and pedagogical implications

The use of chatbots in university EFL settings: Research trends and pedagogical implications

Learner Experiences of Mobile Apps and Artificial Intelligence to Support Additional Language Learning in Education

Evaluating a Conversational Agent for Second Language Learning Aligned with the School Curriculum

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