A Conversational Agent to Encourage Willingness to Communicate in the Context of English as a Foreign Language

Ayedoun, Emmanuel; Hayashi, Yuki; Seta, Kazuhisa

doi:10.1016/j.procs.2015.08.219

Cited by 52 publications

(35 citation statements)

References 7 publications

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“…Some comparative studies have tried to obtain information about the knowledge transmitted by a chatbot versus by a human tutor [19], highlighting the problems of the novelty effect. A study has found that certain chatbots used for learning under very specific conditions, such as learning in foreign languages [4], can offer some advantages to the student, such as availability at any time, no mood changes, and adaptability to students with different needs. CSIEC [28] is a tool that encourages the learning of English (learning in non‐mother languages is one of the main uses of chatbots in education) in an autonomous way without the assistance of any human tutor.…”

Section: Resultsmentioning

confidence: 99%

Rediscovering the use of chatbots in education: A systematic literature review

Pérez

Daradoumis

Puig

2020

Comp Applic In Engineering

242

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Chatbots have been around for years and have been used in many areas such as medicine or commerce. Our focus is on the development and current uses of chatbots in the field of education, where they can function as service assistants or as educational agents. In this research paper, we attempt to make a systematic review of the literature on educational chatbots that address various issues. From 485 sources, 80 studies on chatbots and their application in education were selected through a step-by-step procedure based on the guidelines of the PRISMA framework, using a set of predefined criteria. The results obtained demonstrate the existence of different types of educational chatbots currently in use that affect student learning or improve services in various areas. This paper also examines the type of technology used to unravel the learning outcome that can be obtained from each type of chatbots. Finally, our results identify instances where a chatbot can assist in learning under conditions similar to those of a human tutor, while exploring other possibilities and techniques for assessing the quality of chatbots. Our analysis details these findings and can provide a solid framework for research and development of chatbots for the educational field.

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Section: Resultsmentioning

confidence: 99%

Rediscovering the use of chatbots in education: A systematic literature review

Pérez

Daradoumis

Puig

2020

Comp Applic In Engineering

242

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“…In this paper, we propose a computer-based conversational environment built to enhance WTC in English by providing learners with opportunities to naturally simulate daily conversations in various social contexts (3) . Following the new architectural trends in service driven computing, our approach aims to build a dynamic and adaptable system by combining several existing web-services in order to fulfil the multiple requests related to natural language processing and the constraints that have to be taken into consideration in order to improve a learner's WTC.…”

Section: Introductionmentioning

confidence: 99%

Web-services Based Conversational Agent to Encourage Willingness to Communicate in the EFL Context

Ayedoun

Hayashi

Seta

2016

The Journal of Information and Systems in Education

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In this paper, we propose an embodied conversational agent based on the willingness to communicate (WTC) model in L2 to help increase WTC in the context of English as a foreign language (EFL) by providing users with various daily conversation contexts. To simulate realistic and efficient conversations, we adopted a semantic approach in the response generation and created a system with flexible and adaptable domain knowledge, user's intent detection, and mixed-initiative conversation strategy. Our evaluation of the proposed system demonstrated its potential to simulate efficiently natural conversations in a specific context as well as the feasibility of improving learners' WTC using a computer-based environment.

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“…The Input-Interaction-Output (IIO) model (Gass, 1987;1988),which is a predominant model of second language acquisition (Block, 2003), places great importance on interaction. Based on this interactionist perspective of learning, studies that investigate ways to foster WTC have looked into the possibilities of using CALL environment to create authentic communicative opportunities using various platforms such as online games (Reinders & Wattana, 2012;; computer-mediated communication (CMC) (Freiermuth & Jarrel, 2006); dialogue-based CALL (Ayedoun, Hayashi, & Seta, 2015; and the virtual worlds (VWs) (Kartal & Balçikanli, 2018;Kruk, 2019). These studies have shown that interaction that happens in a non-threatening context with the opportunity for authentic use of the language can positively affect L2 WTC.…”

Section: Theme 2: Creating Activities For Engagement In Computer Aidementioning

confidence: 99%

“…In their studies, Ayedoun, Hayashi and Seta (2015; employed human-computer interaction as an alternative to real interactions. These studies were conducted in Japan where opportunities to engage in real communication using English were rather limited.…”

Section: Theme 2: Creating Activities For Engagement In Computer Aidementioning

confidence: 99%

“…These studies were conducted in Japan where opportunities to engage in real communication using English were rather limited. Ayedoun et al (2015) built a system environment that provided learners with the opportunity to immerse in conversation with conversational agents. The agent was built with the ability to adopt conversational functions i.e., turn taking and non-verbal communication such as facial expressions.…”

Section: Theme 2: Creating Activities For Engagement In Computer Aidementioning

confidence: 99%

See 1 more Smart Citation

Facilitating L2 WTC: A review of past studies

Zulkepli¹,

Hussin²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Due to the pivotal role that interaction plays in SLA, the issue of willingness to communicate has drawn considerable attention among researchers in the field. Nonetheless, literature on WTC has been primarily theoretical; little has been done to find practical solutions to the problem that could actually help ESL practitioners in their daily classroom practice. In light of this, the current article is a review of past studies on how to foster WTC. It begins with providing some insights on how to facilitate L2 WTC gained from the identified studies. Next, based on the review, it is highlighted that the current research trend tends to focus on facilitating in-class WTC, with less attention given on out-of-class WTC. This might lead to a separation between in-class and out-ofclass learning. To address this issue, the article ends with a series of suggested activities which employs a multisystematic approach to learning (Akkerman & Eijck, 2011) and a critical conception of in-class learning resources (Wright, 2006). The series of activities allow learners to engage in rich interactional resources, both in and out-ofclass, as well as an opportunity to reflect on their experiences in relation to their WTC.

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A Conversational Agent to Encourage Willingness to Communicate in the Context of English as a Foreign Language

Cited by 52 publications

References 7 publications

Rediscovering the use of chatbots in education: A systematic literature review

Rediscovering the use of chatbots in education: A systematic literature review

Web-services Based Conversational Agent to Encourage Willingness to Communicate in the EFL Context

Facilitating L2 WTC: A review of past studies

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