A study of AI chatbot as an assistant tool for school English curriculum

김혜영,; 신동광,; 양혜진,; 이장호,

doi:10.22251/jlcci.2019.19.1.89

Cited by 18 publications

(11 citation statements)

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“…Rich input is essential for successful second language acquisition. AI-powered chatbots can provide linguistic input and daily conversation practice (Huang et al, 2022), stimulate language learners’ interest (Fryer et al, 2017; Gallacher et al, 2018; Kohnke, 2022a), and contribute to their overall growth (Kim, 2019; Kim et al, 2019; Kohnke, 2022b). Moreover, they can highlight important knowledge and answer learners’ questions to help them notice and grasp linguistic features (Schmidt, 1990).…”

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confidence: 99%

ChatGPT for Language Teaching and Learning

2023

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confidence: 99%

ChatGPT for Language Teaching and Learning

2023

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“…In the current literature, we found no studies that apply the LGC framework to English education in Korea. However, to assist Korean students’ autonomous learning in English speaking and writing, some scholars have investigated AI applications such as conversational AI chatbots, AI speakers, machine translations, and automated grammar checkers (e.g., Hyun & Im, 2019 ; Kim et al, 2019 ; Lee, 2020 ; Lee & Briggs, 2021 ; Park, 2019 ; Park & Yang, 2020 ). These researchers have provided ways to help learners practice speaking and writing in English without the help of lecturers, but their efforts do not provide opportunities for learners to explore or create the most effective learning strategies and content for themselves.…”

Section: Methodsmentioning

confidence: 99%

“…For instance, a system can offer learners guidance for solving problems through techniques like questions, feedback, and explanations of issues (Fernández et al, 2015 ). An autonomous agent equipped with speech recognition can also understand a learner’s speech and give immediate feedback when the learner is practicing English speaking alone (Hyun & Im, 2019 ; Kim et al, 2019 ).…”

Section: Construction Of Design Principlesmentioning

confidence: 99%

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

Lee¹,

Kim²,

Sung³

2022

Education Tech Research Dev

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For decades, AI applications in education (AIEd) have shown how AI can contribute to education. However, a challenge remains: how AIEd, guided by educational knowledge, can be made to meet specific needs in education, specifically in supporting learners’ autonomous learning. To address this challenge, we demonstrate the process of developing an AI-applied system that can assist learners in studying autonomously. Guided by a Learner-Generated Context (LGC) framework and development research methodology (Richey and Klein in J Comput High Educ 16(2):23–38, https://doi.org/10.1007/BF02961473, 2005), we define a form of learning called “LGC-based learning,” setting specific study objectives in the design, development, and testing of an AI-based system that can facilitate Korean students’ LGC-based English language learning experience. The new system is developed based on three design principles derived from the literature review. We then recruit three Korean secondary-school students with different educational backgrounds and illustrate and analyze their English learning experiences using the system. Following this analysis, we discuss how the AI-based system facilitates LGC-based learning and further issues to be considered for future research.

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“…The results showed that the students who interacted with a voice chatbot exhibited more negotiation strategies than those in student-student communication groups. Kim, Shin, Yang and Lee (2019) explored the potential use of commercial AI chatbots as conversation partners in EFL English classrooms. The participants interacted with Google Assistant and Amazon Alexa to perform three different tasks, namely exchanging small talk, asking for information, and solving problems.…”

Section: Emerging Ai Chatbots and Their Application For Language Lear...mentioning

confidence: 99%

Implementation of an AI chatbot as an English conversation partner in EFL speaking classes

Yang¹,

Kim²,

Lee³

et al. 2022

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With the growth of chatbots, concerns about implementing artificial intelligence (AI) chatbots in educational settings have consistently arisen, especially for the purpose of language learning. This study introduced a task-based voice chatbot called “Ellie”, newly developed by the researchers, and examined the appropriateness of its task design and performance as an English conversation partner and students’ perceptions on using it in EFL class. Korean EFL learners (N = 314) aged 10–15 years performed three speaking tasks with Ellie in their school classroom. The participants took 9.63 turns per session on average using the first 1,000-word band, indicating that the chatbot highly encouraged students to engage in conversation, which rarely occurs in general EFL classes in Korea. The high task success rates (88.3%) showed the design appropriateness of both L2 tasks and operational intents in terms of users’ successful understanding and completeness of the given chatbot tasks. The participants’ responses to the survey not only supported the positive potential of the chatbot in EFL settings but also revealed limitations to be resolved. Future suggestions for advancing and implementing AI chatbots in EFL classrooms are discussed.

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A study of AI chatbot as an assistant tool for school English curriculum

Cited by 18 publications

References 0 publications

ChatGPT for Language Teaching and Learning

ChatGPT for Language Teaching and Learning

Development research on an AI English learning support system to facilitate learner-generated-context-based learning

Implementation of an AI chatbot as an English conversation partner in EFL speaking classes

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