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Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.
Recent advances in Artificial Intelligence (AI) have paved the way for the integration of text-based and voice-enabled chatbots as adaptive virtual tutors in education. Despite the increasing use of AI-powered chatbots in language learning, there is a lack of studies exploring the attitudes and perceptions of teachers and students towards these intelligent tutors. This study aims to compare several linguistic and technological aspects of four App-Integrated Chatbots (AICs) and to examine the perceptions among English as a Foreign Language (EFL) teacher candidates. In this mixed-methods research based on convenience sampling, 237 college students from Spain (n = 155) and the Czech Republic (n = 82) interacted with four AICs over a month, and evaluated them following a rubric based on the Chatbot-Human Interaction Satisfaction Model. This scale was specifically designed to assess different linguistic and technological features of AICs such as response interval, semantic coherence, sentence length, and user interface. Quantitative and qualitative data were gathered through a pre-post-survey, based on the CHISM model and student assessment reports. Quantitative data were analyzed using SPSS statistics software, while qualitative data were examined using QDA Miner software, focusing on identifying recurring themes through frequency analysis. The findings indicated a moderate level of satisfaction with AICs, suggesting that enhancements in areas such as better adapting to learner needs, integrating interactive multimedia, and improving speech technologies are necessary for a more human-like user interaction.
The purpose of this study is to provide application plans for English textbooks for elementary school students through Extended Reality (XR). For this purpose, this study first investigated current trends and issues in the technology of XR including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR). This study also investigated current studies of the application of XR technology in educational fields. Recent studies showed that applications of XR in English class for elementary school students were very rare. Only a few cases of applications of AR were found to be utilized for English class for elementary schools. Thus, this study suggested a direction of developing English education contents for elementary school students through the application of XR. A practical use of English textbook applied by XR is introduced on the basis of the contents of a textbook unit. Example sections of a class period in a textbook unit applied by XR were proposed. In each section, a developmental plan of class activities applied by XR was offered. In consideration of recent circumstances of technology, cost, and time, a developmental plan of class activities in each section applied was suggested in the order of VR, AR, and MR.
Cette présente recherche représente l’une des trois axes de recherche de la thèse de doctorat intitulée : « Création D'un Agent Conversationnel Pour Une Classe De Français Langue Étrangère : Les Apports Et Les Limites ». Nous avons par le biais de cet axe observé si un changement important se présente avec l’utilisation des Agents Conversationnels dans l’apprentissage du FLE pour la notion de l’Autre, notion assez centrale dans le cadre de la perspective actionnelle. Nous avons aussi exposé, dans cet article, les avis des apprenants concernant l’utilisation des Agent Conversationnel en question. Nous avons, dans cette optique, créé au total huit Agents Conversationnels basés sur la logique d’arbre décisionnel comprenant les objectifs relatifs à l’expression écrite du niveau visé, du niveau B1+, tiré du volume complémentaire du CECRL (2020). Nous avons fait appel à la méthode descriptive qualitative pour parvenir aux objectifs de cette recherche. La recherche a été réalisée pendant le semestre de printemps de l’année académique 2021-2022 et a été limitée au niveau B1+ avec 12 apprenants qui ont choisi le cours d’expression écrite le deuxième semestre de la première année de licence du Département Français Langue Etrangère de la Faculté de Pédagogie de l’Université Anadolu. Selon les résultats de la recherche, nous pouvons constater que la grande majorité des apprenants ont été satisfaits de l’utilisation de l’Intelligence Artificielle dans leurs cours et que la sensation de réalité, plus précisément, de la présence de correspondance avec l’Autre, donc un francophone dans notre cas, a été assez forte pour pouvoir assurer un certain aspect naturel de la conversation.
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