scholarly journals Qualitative Exploration on Children's Interactions in Telepresence Robot Assisted Language Learning

2017 ◽  
Vol 8 (3) ◽  
pp. 177-184 ◽  
Author(s):  
Kyoung Wan Cathy Shin ◽  
Jeong-Hye Han
Keyword(s):  
Language Learning ◽  
Robot Assisted ◽  
Telepresence Robot ◽  
Qualitative Exploration

scholarly journals Learning Effect of Implicit Learning in Joining-in-type Robot-assisted Language Learning System

2019 ◽  
Vol 14 (02) ◽  
pp. 105
Author(s):  
AlBara Khalifa ◽  
Tsuneo Kato ◽  
Seiichi Yamamoto
Keyword(s):  
Language Learning ◽  
Implicit Learning ◽  
Learning Style ◽  
Communication Skills ◽  
Corrective Feedback ◽  
Learning System ◽  
Experimental Results ◽  
Linguistic Knowledge ◽  
Robot Assisted ◽  
Positive Effects

The introduction of robots into language learning systems has been highly useful, especially in motivating learners to engage in the learning process and in letting human learners converse in more realistic conversational situations. This paper describes a novel robot-assisted language learning system that induces the human learner into a triad conversation with two robots through which he or she improves practical communication skills in various conversational situations. The system applies implicit learning as the main learning style for conveying linguistic knowledge, in an indirect way, through conversations on several topics. A series of experiments was conducted using 80 recruited participants to evaluate the effect of implicit learning and the retention effect in a joining-in-type robot-assisted language learning system. The experimental results show positive effects of implicit learning and repetitive learning in general. Based on these experimental results, we propose an improved method, integrating implicit learning and tutoring with corrective feedback in an adaptive way, to increase performance in practical communication skills even for a wide variety of proficiency of L2 learners.

scholarly journals Factors affecting the way students collaborate in a wiki for English language learning

2009 ◽  
Vol 25 (5) ◽  
Author(s):  
Vida Zorko
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
English Language ◽  
English For Specific Purposes ◽  
Constructivist Approach ◽  
Factors Affecting ◽  
Constructivist Learning Environments ◽  
Collaborative Interaction ◽  
University Level ◽  
Qualitative Exploration

<span>Wikis are believed to be a powerful tool assisting the development of constructivist learning environments, as their very nature supports collaboration. However, not much research has been done into the types of collaborative interaction that take place in wikis when used for learning. The main purpose of this study is to explore the factors that affect the ways students collaborate in the wiki environment. To this end, a qualitative exploration of students' perceptions of collaboration in the wiki was carried out among sociology students at university level who used this environment in blended, problem based learning as part of their </span><em>English for Specific Purposes</em><span> course. The research shows that the wiki promoted many collaborative behaviours among students, such as learning from each other and communicating with the teacher. However, the data indicate that the wiki was less successful in facilitating other types of collaboration, such as communicating with peers and co-constructing products, primarily because the students had the opportunity to collaborate in live meetings and preferred to use </span><em>Messenger</em><span> and email to communicate. Overall, the results obtained here confirm that the wiki can be used to enhance effective collaboration in a constructivist approach to language learning.</span>

scholarly journals Pitch It Right: Using Prosodic Entrainment to Improve Robot-Assisted Foreign Language Learning in School-Aged Children

2021 ◽  
Vol 5 (12) ◽  
pp. 76
Author(s):  
Bo Molenaar ◽  
Breixo Soliño Fernández ◽  
Alessandra Polimeno ◽  
Emilia Barakova ◽  
Aoju Chen
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Task ◽  
Future Research ◽  
Robot Assisted ◽  
School Aged Children ◽  
Nao Robot ◽  
Pitch Level ◽  
Promising Application

Robot-assisted language learning (RALL) is a promising application when employing social robots to help both children and adults acquire a language and is an increasingly widely studied area of child–robot interaction. By introducing prosodic entrainment, i.e., converging the robot’s pitch with that of the learner, the present study aimed to provide new insights into RALL as a facilitative method for interactive tutoring. It is hypothesized that pitch-level entrainment by a Nao robot during a word learning task in a foreign language will result in increased learning in school-aged children. The results indicate that entrainment has no significant effect on participants’ learning, contra the hypothesis. Research on the implementation of entrainment in the context of RALL is new. This study highlights constraints in currently available technologies for voice generation and methodological limitations that should be taken into account in future research.

scholarly journals A Survey of Robot-Assisted Language Learning (RALL)

2020 ◽  
Vol 9 (1) ◽  
pp. 1-36 ◽  
Author(s):  
Natasha Randall
Keyword(s):  
Language Learning ◽  
Robot Assisted

On the effectiveness of Robot-Assisted Language Learning

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 25-58 ◽  
Author(s):  
Sungjin Lee ◽  
Hyungjong Noh ◽  
Jonghoon Lee ◽  
Kyusong Lee ◽  
Gary Geunbae Lee ◽  
...  
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Test Design ◽  
Robot Assisted ◽  
Significance Level ◽  
Intelligent Robots ◽  
Listening Skill ◽  
Significant Difference ◽  
Post Test ◽  
Oral Skills

AbstractThis study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students’ oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students’ satisfaction, interest, confidence, and motivation at the significance level of 0.01.

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