scholarly journals A pilot study of Alexa for autonomous second language learning

2019 ◽  
pp. 107-112 ◽  
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Likert Scale ◽  
Japanese University ◽  
Students Attitudes ◽  
Personal Assistants ◽  
English Students ◽  
Initial Research

Although initial research involving Intelligent Personal Assistants (IPAs) for language learning have yielded promising results, no study has examined their use in the context of Autonomous Second Language Learning (ASLL). Thus, the main goal of this pilot study was to investigate the use of an IPA, specifically Alexa, for ASLL. Two Japanese university second language (L2) English students participated in a four-week study, which involved the learners interacting with Alexa through the Echo Dot speaker in their respective homes. Learner usage data was collected via the Alexa website and the students’ attitudes toward the IPA for ASLL were evaluated through a survey consisting of 12 Likert-scale items and four open-ended questions. It was found that while the L2 students had positive opinions toward the use of Alexa for ASLL, the learners did not make active use of the technology.

scholarly journals Intelligent personal assistants for autonomous second language learning: An investigation of Alexa

2020 ◽  
Vol 16 (2) ◽  
pp. 107-120
Author(s):  
Gilbert Dizon ◽  
Daniel Tang
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Technology ◽  
Japanese University ◽  
Communication Difficulties ◽  
Efl Students ◽  
Collection Period ◽  
Personal Assistants ◽  
Japanese English

The ubiquity of smartphones and the growing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants (IPAs), such as Siri and Google Assistant. However, little is known about the use of IPAs for Autonomous Second Language Learning (ASLL). Thus, the aims of this study were twofold: to assess Japanese English as a Foreign Language (EFL) students’ perceptions towards IPAs, also known as virtual assistants, for ASLL, and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion IPA, Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the IPA for ASLL. While the results indicated that the students had mostly favorable views of Alexa for L2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the IPA. These findings highlight the potential of IPAs for ASLL and underscore the gap between what students say, and what they actually do, with language learning technology.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

scholarly journals Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

Learner feedback and its effects in communication tasks: a pilot study

1981 ◽  
Vol 4 (1) ◽  
pp. 46-59 ◽  
Author(s):  
Stephen J. Gaies
Keyword(s):  
Second Language ◽  
Data Analysis ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Referential Communication ◽  
Learner Interactions ◽  
Pilot Investigation ◽  
Feedback Responses

This article reports on a pilot investigation of learner feedback and its effects on teacher/ learner interactions in second language learning. In twelve ESL (English as a Second Language) dyads and triads, tapes were made of the performance by the participants of a pair of tasks in referential communication. In these tasks, the teacher described verbally a series of six graphic designs in such a way that the learner(s), who had the designs reproduced on a sheet of paper, could determine the order in which the designs were described. Data analysis involved classification of both learner feedback and teachers' post-feedback responses.

scholarly journals Children’s perspectives on the use of robotics for second language learning in the early years of primary education: a pilot study

2019 ◽  
pp. 321-326
Author(s):  
Susan Nic Réamoinn ◽  
Ann Devitt
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Early Years ◽  
Children’S Perspectives ◽  
Play Activity ◽  
Before And After ◽  
Language Data ◽  
Age Range

This paper explores how floor programmable robotics can be used during play to promote language development. This paper describes a two-day pilot in two early years classrooms and presents data collected on children’s perception of the Irish language and using robotics. A sample of 48 children (age range six to seven years) took part in a robotics activity using a bee-shaped robot, called Beebot. The activity was orientated around the children’s second language, Irish. The children took part in a questionnaire before and after the activity about the language and the use of the robot in promoting their use of the language. Data was also collected through video, photos, a focus group, and the teacher’s observations. The main finding of the pilot study was an increase in children’s positive responses towards using the language when integrated into a robotics play activity.

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