Educational AI Chatbots for Content and Language Integrated Learning

Abstract

Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as ΑΙ chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.

A systematic review on cross-culture, humor and empathy dimensions in conversational chatbots: the case of second language acquisition

“…(2013) Massively multiuser online learning (MMOL) To propose the construction of a learner role-play to enhance the foreign language abilities of learners 35 international students at the University of Alcalá Such a setting encourages an immersive, creative, and collaborative foreign language learning experience Lubold et al. (2021) Social robot, Quinn To investigate how social conversation and entrainment influence self-reported and behavioral rapport responses 48 college students A social, trainable robot is capable of producing self-reported and linguistic responses that are nuanced and based on individual variations Luo and Cheng (2020) A collaborative multimedia teaching ​model To investigate the use of artificial intelligence technologies in individual foreign language learning N/A An interactive platform for teaching foreign languages Mageira et al. (2022) AsasaraBot is introduced to the students as the Goddess of Snakes To teach cultural information to high school pupils in a foreign language 61 Greek students who study both English and French AI chatbot technology for interactive ICT-based learning is appropriate for the study of foreign languages and cultural material Mazur et al.…”

“… Luo and Cheng (2020) examined the use of an L2 chatbot in foreign language learning where the authors found that individual L2 learners with various cultural heritages, thinking patterns and growth backgrounds respond differently to the same linguistic form. Mageira et al. (2022) presented a report on field experiments with an L2 chatbot, AsasaraBot, and their findings showed that the majority of the participants has a positive attitude towards AsasaraBot.…”

“…Nineteen studies reported that L2 chatbots embedded with cultural components have shown to be an effective tool to assist the learning process. From Johnson's (2019) Enskill chatbot to Mageira et al.’s (2022) AsasaraBot, all of the L2 chatbots offered insights into the contribution to the cross-cultural communication in the target language. Language learners found that the experience with L2 chatbot fruitful and enjoyable.…”

English and Arabic Chatbots: A Systematic Literature Review

“…Classical Arabic [73], [60], [72] Education English [117], [86], [90], [108], [118],[1 07], [45], [112], [109], [122] Classical and MSA Arabic [50], [51] MSA Arabic [54], [58], [57], [55], [52], [53], [ 67], [66], [110], [63], [65] Arabic dialects: Saudi Arabic dialect and Jordanian [77], [78] Healthcare English [41], [44], [47], [70], [49], [71], [ 119] MSA Arabic [74], [111] Arabic Dialects: Egyptian [100] Tourism and airline English [35], [43] MSA Arabic [59], [75], [46], [113], [115] Business and customer service English [87], [69], [121],…”

Untitled

“…This change has been accompanied with a shift from teacher-centered to learner-centered approaches to learning, as learners become involuntarily dependent on technology (Dhawan, 2020) as part of the new normal (Zhou et al, 2022). Previous research looked into how learners accepted diverse forms of technologies including social networking tools (Alvi, 2021a) such as WhatsApp (Kaur et al, 2021), learning management systems (Camilleri & Camilleri, 2021), artificial intelligence for integrated learning (Mageira et al, 2022), and feedback (Alvi, 2021b). Based on these studies, learners' perceptions and acceptances emerged as central factors in shaping their learning experience (LE), in a technology-supported learning environment (Huang & Liaw, 2018).…”