The impact of Google Assistant on adolescent EFL learners’ willingness to communicate

Tai, Tzu Yu

doi:10.1080/10494820.2020.1841801

Cited by 100 publications

(49 citation statements)

References 20 publications

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“…Dizon (2017) extended research in this area through the second language learner's perspective using Alexa and highlighted the significance of indirect pronunciation in improving the learner's effectiveness. Similarly, Moussalli and Cardoso (2020) examined the role of Alexa in learning a second language, and evidenced its utility to facilitate seamless learning while Tai and Chen (2020) showed that Google Assistant can reduce speech anxiety and enhance user engagement in the case of second language learning for adolescents. Furthermore, research on enabling designs and technologies for conversational agents is also seen making inroads into industries other than education.…”

Section: Science Mapping Of Conversational Commerce Researchmentioning

confidence: 99%

Alexa, what do we know about conversational commerce? Insights from a systematic literature review

Lim

Kumar

Verma

et al. 2022

Psychology and Marketing

129

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Conversational agents are systems with human‐like features that can be deployed in service settings and are fast emerging as the future of online commerce. Considering the importance and proliferation of conversational commerce, it is opportune to take stock of the field's research from a bird's eye view to guide understanding of its current and future progress. In this regard, the goal of this study is to review the performance and intellectual structure of conversational commerce. To do so, this study conducts a comprehensive and systematic review of 722 publications on conversational commerce using the Scientific Procedures and Rationales for Systematic Literature Reviews protocol and a collection of bibliometric analysis techniques consisting of performance analysis and science mapping (e.g., content analysis, keyword co‐occurrence analysis, and bibliographic coupling). In doing so, this study reveals the performance (e.g., publication and citation trends, and top sources, publications, and authors) and the major theories and themes in the intellectual structure of the field. The study concludes with a conceptual framework depicting the constructs (e.g., antecedents, mediators, moderators, consequences, and enablers) of employing conversational agents for commerce and service delivery, as well as suggestions for its future research.

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Section: Science Mapping Of Conversational Commerce Researchmentioning

confidence: 99%

Alexa, what do we know about conversational commerce? Insights from a systematic literature review

Lim

Kumar

Verma

et al. 2022

Psychology and Marketing

129

View full text Add to dashboard Cite

show abstract

“…Among many other factors, technology-based factors are seen to have positive impact on augmenting learners' WTC. In this regard, the study carried out by Tai and Chen (2020) in the context of eighth-grade Taiwanese students shows that EFL learners' WTC in English classes is very positively associated with the use of Google Assistant software. In addition to the above, boosting learners' WTC makes them selfregulated learners where teachers need to monitor them less.…”

Section: Factors Associated With Wtcmentioning

confidence: 98%

Exploring Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study

Alam

Ansarey

Halim

et al. 2022

Asian. J. Second. Foreign. Lang. Educ.

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English is regarded as a compulsory subject in Bangladesh, which learning starts at the very early stage of a learner. However, after spending almost 12 years in learning English, learners’ oral skill is not seen up to the mark when they enter the university for tertiary education. Sometimes, they are noticed to have their unwillingness to communicate with others. Hence, the current study aims to explore the experiences of Bangladeshi university students’ willingness to communicate (WTC) by employing a multiple case study method. 10 undergraduate students from a private university were interviewed. Apart from semi-structured interview, classroom observations were also carried out for data collection. The obtained data were analysed through the content analysis process. The findings show that students’ earlier experiences of learning English have been positive; however, they think grammar-based English learning is an obstacle in the development of their oral communication. The study also reveals that learners’ WTC is greatly influenced by classroom environment that enhances or declines their interest to communicate with others. Based on the findings, the study suggests that incorporating more drills in English classes by engaging learners with real-life based conversations, dialogues and so forth can enhance learners’ WTC. Hence, learners’ real voice would help the policymakers and language instructors to take the issue into consideration and way-out timely measures.

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“…Among many other factors, technology-based factors are seen to have positive impact on augmenting learners' WTC. In this regard, the study carried out by Tai & Chen (2020) in the context of eighth-grade Taiwanese students shows that EFL learners' WTC in English classes is very positively associated with the use of Google Assistant software. In addition to the above, boosting learners' WTC makes them self-regulated learners where teachers' need to monitor them less.…”

Section: Factors Associated With Wtcmentioning

confidence: 98%

Investigating Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study

Alam¹

2021

Preprint

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In Bangladesh, learning English starts as a compulsory subject like other core subjects from the very early stage of a learner. However, after spending at least 12 years in learning English, learners’ oral skill is not seen up to the mark while they enter into the university for their tertiary education. Sometimes, they are noticed to have their unwillingness to communicate with others. Hence, the current study aims to see the experiences of Bangladeshi university students’ willingness to communicate (WTC) by employing a multiple case study method. 10 undergraduate students from a private university were interviewed. Apart from semi-structured interview, classroom observations were also carried out for data collection. The obtained data were analysed through the content analysis process. The findings show that students’ earlier experiences of learning English have been positive; however, they see grammar-based English learning as an obstacle in their communication development. It also reveals that learners’ WTC is greatly influenced by classroom environment that enhances or declines learners’ interest to communicate with others. Based on the findings, the study suggests incorporating more drills in English classes by engaging learners with real-life based conversations, dialogues and so forth to enhance learners’ WTC. Hence, learners’ real voice would help the policymakers and language instructors to take the issue into consideration and way-out timely measures. As the study has considered fewer respondents, future studies are expected to shed light on more respondents including the voice of the teachers to have a deeper understanding of the issue.

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The impact of Google Assistant on adolescent EFL learners’ willingness to communicate

Cited by 100 publications

References 20 publications

Alexa, what do we know about conversational commerce? Insights from a systematic literature review

Alexa, what do we know about conversational commerce? Insights from a systematic literature review

Exploring Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study

Investigating Bangladeshi university students’ willingness to communicate (WTC) in English classes through a qualitative study

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