Socially Interactive Robots Can Teach Young Students Language Skills; a Systematic Review

2018 ◽  
Vol 62 (1) ◽  
pp. 1083-1087 ◽  
Author(s):  
Marika Hein ◽  
Dan Nathan-Roberts
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Oral Language ◽  
Language Skills ◽  
Empirical Studies ◽  
Human Robot Interaction ◽  
Social Dynamic ◽  
Interactive Nature ◽  
Young Students ◽  
Socially Interactive Robots

The goal of this systematic review is to consider whether social factors of robots allow the robots to be socially interactive language learning assistants for young students in the classroom. A total of 443 articles were found. After applying inclusion and exclusion criteria, 17 empirical studies in which a robot assisted children in preschool through elementary school on their language skills were analyzed. This review discusses to which areas of language learning robots have been applied and how the social interaction of the robot influences student learning behaviors and outcomes. The results of this paper indicate that robots have capabilities that are useful for instructing students in oral language skills because of their socially interactive nature. There is room for this social dynamic to be researched further in the human factors and human robot interaction fields.

scholarly journals Effects of Alternative Assessment in EFL Classroom: A Systematic Review

2020 ◽  
Vol 3 (2) ◽  
pp. 7-18
Author(s):  
Wali Khan Monib ◽  
Abdul Qudos Karimi ◽  
Nazifullah Nijat
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Alternative Assessment ◽  
Focal Point ◽  
Empirical Studies ◽  
Inclusion Criteria ◽  
Online Search ◽  
Learning Skills ◽  
Positive Effects ◽  
Efl Context

Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

scholarly journals Mobile Multimedia Education for Language Disorders

2020 ◽  
Vol 15 (06) ◽  
pp. 50
Author(s):  
Eugenia Gkeka ◽  
Eleni Agorastou ◽  
Athanasios S. Drigas
Keyword(s):  
Special Education ◽  
Language Learning ◽  
Oral Language ◽  
Language Skills ◽  
Interactive Media ◽  
Language Disorders ◽  
Mobile Multimedia ◽  
Multimedia Tools ◽  
Multimedia Education ◽  
The Senses

This article describes the importance of new multimedia tools that provide multi-sensory education for language learning, especially for students who need special education. These contemporary appliances stimulate the senses, enter the motiva-tion and reinforce the memory. In particular, these tools advance language skills such as comprehension, oral language and vocabulary, speaking expressions, reading capacities and writing abilities. Also, the evaluation for students with lan-guage disorders lies on cognitive and metacognitive capabilities, being created by these interactive media devices.

scholarly journals Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

2021 ◽  
Vol 13 (10) ◽  
pp. 5674
Author(s):  
Prodhan Mahbub Ibna Seraj ◽  
Blanka Klimova ◽  
Hadina Habil
Keyword(s):  
Systematic Review ◽  
Empirical Research ◽  
Mobile Phones ◽  
English Language ◽  
Language Skills ◽  
Empirical Studies ◽  
English Language Teaching ◽  
Effective Learning ◽  
Qualitative Research Design ◽  
Teachers Professional Development

The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries.

scholarly journals Advancing English Language Learners' Speaking Skills Using VoiceThread in Mobile Learning for Russian Tertiary Context

2021 ◽  
Vol 16 (6) ◽  
pp. 1-11
Author(s):  
Maria Zemlyanova ◽  
Natalia Muravyeva ◽  
Svetlana Masterskikh ◽  
Lyudmila Shilova ◽  
Anna Shevtsova
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Mobile Learning ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Basic Knowledge ◽  
Full Time ◽  
Learning Platform ◽  
Oral Language Skills

This research examines the effectiveness of using the VoiceThread (VT) application (both web and mobile-based) for the development of oral English skills of Russian university students. The study involved 44 full-time bachelor students in non-linguistic departments. The results were evaluated by on-line questionnaire using SurveyMonkey. The survey indicated that the majority of students agreed that mobile VoiceThread developed their oral language skills (M = 4.75) and they enjoyed using it for language learning (M = 4.13). The novelty of the research lies in a more integral assessment of the entire set of oral linguistic skills as a result of their development using a specific mobile learning platform widely used throughout the world. The results can be used in practice to implement mobile learning platforms for teaching oral language skills to students with basic knowledge of a foreign language.

scholarly journals The Problems of Russian-Speaking Students of non-Ninguistic Specializations in CAE Speaking. Test: Analysis of Teaching Experience

2016 ◽  
Vol 2 (2) ◽  
pp. 33-42
Author(s):  
Galina Levitskaya ◽  
Elizaveta Levitskaya
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Oral Language ◽  
Language Skills ◽  
Teaching Experience ◽  
Test Analysis ◽  
Speaking Test ◽  
Oral Language Skills ◽  
Educational Variables ◽  
Students Success

Today Russian undergraduate students of non-linguistic specializations aspiring to careers in different spheres succeed in acquiring Certificates in Advanced English. Nevertheless, the candidates state that they experience the most serious difficulties while sitting the Speaking Test of the CAE exam as they lack oral language skills. The researched literature does not consider Russian students’ predicaments purposely and gives a broad overview of the main students’ concerns. This study is an attempt to explore the particular Russian students’ problems of forming oral language skills arising in the process of their training for the Speaking Test and to work out the ways of their remedies. Qualitative methods have allowed finding out the highly specific nature of individual experience. The methods used in the study also included an open-ended language learning questionnaire and a survey to support the assessment of the received data. The results indicate that there are quite a number of pedagogical and educational variables that should be permanently trained and developed as they can influence students’ success.

scholarly journals Effects of Alternative Assessment in EFL Classroom: A Systematic Review

2020 ◽  
pp. 7-18
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Alternative Assessment ◽  
Focal Point ◽  
Empirical Studies ◽  
Inclusion Criteria ◽  
Online Search ◽  
Learning Skills ◽  
Positive Effects ◽  
Efl Context

Alternative assessment has been the focus of many educational researches in EFL classroom. This study was carried out to highlight the definition, characteristics and effects of alternative assessment in EFL context by reviewing current research on assessment. The research consisted of a systematic review of the empirical studies on alternative assessment in EFL classroom. Focusing solely on online search, many studies were found but only (n=24) met the inclusion criteria involving a total of (n=1588) participants. Also, it aimed to scrutinize the methods, participants and findings of the selected studies as well as the locations where they were conducted. The findings indicated that most of the studies (18 out of 24) reported positive effects of employing alternative assessment on language learning skills in EFL classroom. The results also show that the dominant method employed in the articles was quantitative where students were the main focal point involved in the research as their participants. The study is further concluded with a discussion on definition, characteristics and effects of alternative assessment in EFL context.

scholarly journals Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review

2021 ◽  
pp. 014272372198947
Author(s):  
Keeley L. Dobinson ◽  
Julie E. Dockrell
Keyword(s):  
Systematic Review ◽  
Oral Language ◽  
Current Knowledge ◽  
Language Skills ◽  
Experimental Studies ◽  
Book Reading ◽  
Future Research ◽  
Universal Language ◽  
Quasi Experimental ◽  
Meta Analyses

Oral language skills underpin children’s educational success and enhance positive life outcomes. Yet, significant numbers of children struggle to develop competence in speaking and listening, especially those from areas of high economic deprivation. A tiered intervention model, graduating the level of provision in line with levels of need, has been posited as most appropriate for supporting children’s language development. The first tier, or universal provision, is characterised by high-quality, evidence-informed language teaching for all. To date, our understanding of effective universal language delivery remains limited, particularly in the primary-school age range. This systematic review addresses this gap by identifying and evaluating existing evidence with the aim of informing practice and future research. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search protocol was used to identify experimental and quasi-experimental studies evaluating universal approaches designed to support children’s oracy skills. Thirty-one studies were identified for inclusion and their characteristics and findings are reported and their reliability evaluated. Studies provide indicative evidence for the effectiveness of interactive book reading, structured vocabulary programmes, manualised curricula and approaches involving speech and language therapists. The strengths and weaknesses of our current knowledge are outlined and implications for practice and research are discussed.

scholarly journals Strengthening Participation using Interactive Planning Support Systems: A Systematic Review

2019 ◽  
Author(s):  
Johannes Flacke ◽  
Rehana Shrestha ◽  
Rosa Aguilar
Keyword(s):  
Systematic Review ◽  
Case Studies ◽  
Support Systems ◽  
Stakeholder Participation ◽  
Empirical Studies ◽  
Planning Support Systems ◽  
Interactive Planning ◽  
Planning Support ◽  
Interactive Nature ◽  
User Friendly

Interactive Planning Support Systems (PSS) implemented on a maptable are deemed suitable to support participatory planning processes. Through their interactive nature and user-friendly interface they are supposed to facilitate exchange of knowledge between stakeholders, consensus building among them, group learning processes, and thereby strengthen participation. We analyze in this systematic review, based on 16 case studies using interactive PSS, how such PSS have contributed to the goal of strengthening stakeholder participation. Results show that tools and applications have become more sophisticated in recent years and the goals of the studies changed from collaboratively designing interventions to observing and understanding how the application of such tools contributes to improved plan outcomes and group based learning. However, many case studies lack a proper framework and operationalization for investigating the impacts of the tools and applications on participation. Consequently, impacts on participation are assessed rather incidentally based on implicit assumptions and often no distinction is made between the different aspects of participation. In conclusion, further theoretical studies conceptualizing impacts of interactive PSS on participation are needed as well as empirical studies testing these impacts in real world case contexts with various groups of stakeholders.

Does flipped learning affect language skills and learning styles differently?

2020 ◽  
Vol 17 (4) ◽  
pp. 324-340 ◽  
Author(s):  
Mojtaba Tadayonifar ◽  
Mahnaz Entezari
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Language Skills ◽  
Flipped Learning ◽  
Paired Samples ◽  
Significant Difference ◽  
Interactive Nature ◽  
Post Test ◽  
The One

In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students’ performance in the post-test (t (39) = −7.698, p = .000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = .034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = .000).

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

Sign in / Sign up

Export Citation Format

Share Document