Development of a flowchart-based English-speaking chatbot for Korean primary students’ negotiation of meaning

Sung, Min-Chang

doi:10.25231/pee.2019.25.4.101

Cited by 2 publications

(2 citation statements)

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“…South Korea, as one of the leading countries in the use of language technology, has been actively investing in developing voice chatbots for public English education. Indeed, many scholars and practitioners have conducted research on technology-based language learning using voice chatbots and voice assistants (Min [24] and Sung [25]). In addition, as mentioned above, the Ministry of Education in Korea distributed AI Peng Talk to public elementary schools at the beginning of this year.…”

Section: The Native Speaker Fallacy In Language Technology: the Case ...mentioning

confidence: 99%

Interrogating Structural Bias in Language Technology: Focusing on the Case of Voice Chatbots in South Korea

Choi

2022

Sustainability

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The increasing use of language technology applications requires a more critical evaluation of the current state of language technology and its application than simply viewing it as an ideal and effective language learning aid. While an increased number of scholars have examined the issue of potential biases and hidden ideologies in language technology such as racism and gender discrimination, little attention has been paid to how the newly emerging language technology can contribute to reproduce the native speaker fallacy. This paper, focusing on the case of voice chatbots in Korea, critically examines how learning technology, in particular language technology applications, can potentially reproduce and reinforce the essentialist discourse of native speakerism, which posits native speaker accents as an ideal form of English and marginalizes nonnative English teachers and students.

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Section: The Native Speaker Fallacy In Language Technology: the Case ...mentioning

confidence: 99%

Interrogating Structural Bias in Language Technology: Focusing on the Case of Voice Chatbots in South Korea

Choi

2022

Sustainability

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“…The (Chu & Min, 2019;Kim, 2018;Lee & Park, 2019;Min, 2019;Sung, 2019;Yang et al, 2019 (Lee & Park, 2019;Min, 2019;Sung, 2019 (Chu & Min, 2019;Kim et al, 2019;J. Kim, 2017;Lee & Park, 2019;Min, 2019;Seo, 2017;Sung, 2019;Yang et al, 2019…”

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confidence: 99%

Pre-Service Primary English Teachers’ AI Chatbots

Sung¹

2020

Lang. Res.

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This study evaluates 17 AI English-language chatbots that were developed by nine groups of pre-service primary school teachers (N = 26). According to the achievement standards for the two grade bands in the curriculum (Grades 3-4 and 5-6: Ministry of Education, 2015), each group developed two chatbots, using Dialogflow API. The first and second chatbots were designed to talk the way a new friend would and in a specific situation, respectively. The chatbots have been found to provide opportunities for primary school students to engage in playful and interactive practice during which the students use a variety of communicative functions, and the chatbots are therefore expected to make solid contributions to the attainment of speaking and listening achievement standards. It was also noted that compositional techniques in chatbot development would generate facilitative factors for foreign language learning, such as topic consistency, flow variability, and grounding.

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Development of a flowchart-based English-speaking chatbot for Korean primary students’ negotiation of meaning

Cited by 2 publications

References 0 publications

Interrogating Structural Bias in Language Technology: Focusing on the Case of Voice Chatbots in South Korea

Interrogating Structural Bias in Language Technology: Focusing on the Case of Voice Chatbots in South Korea

Pre-Service Primary English Teachers’ AI Chatbots

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