The didactic potential of the voice assistant “Alice” for students of a foreign language at a university

Al-Kaisi, Alisa; Arkhangelskaya, Alla L.; Руденко-Моргун, О.И.

doi:10.1007/s10639-020-10277-2

Cited by 18 publications

(16 citation statements)

References 15 publications

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“…Thus, Al-Kaisi et al suggest using the Alisa virtual assistant, developed by the Russian company Yandex, for independent mastering of the basic level of the Russian language by international students. The researchers note the didactic potential of this mobile application to enhance independent work [16]. The mobile plugin developed at PFUR -RUDN CourseAssist -promotes English grammar and is also helpful for students wishing to obtain a qualification defined by the Common European Framework of Reference for Languages (CEFR) [17].…”

Section: Smartphone Apps For Teaching and Learning Foreign Languagesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

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Section: Smartphone Apps For Teaching and Learning Foreign Languagesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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“…(c) Intelligent computer assisted pronunciation teaching apps improved the quality of students' Chinese language pronunciation (e.g., Wei & Zhang, 2018) and demonstrated potential in supporting students' foreign language learning at the beginning stage (e.g., Al-Kaisi et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…(c) The effectiveness of intelligent computer assisted pronunciation teaching apps on Chinese language pronunciation (e.g., Wei & Zhang, 2018) and that of an AI-supported voice assistant application on students' Russian learning (e.g., Al-Kaisi et al, 2021).…”

Section: Toolsmentioning

confidence: 99%

“…Studies on EFL learning included eight conducted in China (e.g., Bai & Hu, 2017;Jiang & Yu, 2020;Li et al, 2019;Lu, 2019;Tang & Rich, 2017;Yang, 2019;Zhang, 2017;Zhang & Hyland, 2018), two in Turkey (e.g., Ulum, 2020;Uzun, 2020), and one in each of Taiwan (e.g., Hsu, 2020), Japan (e.g., Ayedoun et al, 2019), Thailand (e.g., Bao, 2019), UAE (e.g., Dodigovic, 2007), Germany (e.g., Pandarova et al, 2019), the Netherlands (e.g., van den Berghe et al, 2020), and Canada (e.g., Xiao & Hu, 2019). In addition, three studies on learning Chinese as a foreign language were conducted in China (e.g., Chew & Chua, 2020;Fu et al, 2020;Wei & Zhang, 2018), two studies on learning Russian as a foreign language were conducted as one each in Greece (e.g., Tegos et al, 2014) and Russia (e.g., Al-Kaisi et al, 2021) respectively. One study learning Spanish as a foreign language was conducted in the USA (Theodoridou, 2011).…”

Section: Communitymentioning

confidence: 99%

“…The rapid development of artificial intelligence (AI) has impacted the use of information and communications technology in language learning as a sub-group of computer assisted language learning. While AI has proven to enhance language teaching and learning with appropriate guidance (e.g., Al-Kaisi et al, 2021;Chew & Chua, 2020;Dodigovic, 2007), the potential benefits and problems of using AI for language learning or teaching among first and second language learners have not been investigated systematically within a theoretical framework. Researchers have synthesised various types of AI-supported language learning tools (Kessler, 2018;Pokrivčáková, 2019) and predicted some scenarios in terms of how AI may impact language teaching in the future (Godwin-Jones, 2019).…”

Section: Introductionmentioning

confidence: 99%

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The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective

Yang

Kyun

2022

AJET

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Although the field of artificial intelligence (AI) has rapidly developed, there has been little research to review, describe, and analyse the trends and development of empirical research on AI-supported language learning. This paper selected and analysed 25 empirical research papers on AI-supported language learning published in the last 15 years. These empirical studies were analysed using the activity theory from seven constituents: tool, subject, object, rules, community, division of labour, and outcome. A key contribution of this paper is the use of activity theory to illustrate the dynamic interactions and contradictions between the seven elements. AI-supported technology as a mediating tool demonstrated some effectiveness in language learning but needs further improvement in the use of language for communication and collaborative design. We argue that teachers’ intervention and configuration of AI-supported language learning in the pedagogical design plays an important role in the effectiveness of learning. More research is needed to explore the use of AI-supported language learning in the classroom or the real-life learning context. Implications for practice or policy: Research on AI-supported language learning should view teacher and students as active agents in interacting with technology and making transformations in real life learning situations. More research should focus on productive dialogue and communication in AI-supported language learning with collaborative design. A mixed module of AI-supported language learning and formal teacher instruction should be incorporated in pedagogical design.

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Technological Intervention Through the Virtual Assistant Alexa in the Development of Linguistic Skills of a New Language

Cóndor-Herrera

Jadán-Guerrero

Acosta-Rodas

et al. 2021

HCI International 2021 - Posters

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The didactic potential of the voice assistant “Alice” for students of a foreign language at a university

Cited by 18 publications

References 15 publications

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective

Technological Intervention Through the Virtual Assistant Alexa in the Development of Linguistic Skills of a New Language

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