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

Yang, Hyejin; Kim, Heyoung; Lee, Jang Ho; Shin, Dongkwang

doi:10.1017/s0958344022000039

Cited by 82 publications

(36 citation statements)

References 25 publications

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“…For example, virtual reality and augmented reality tools can improve language learning by immersing students into virtual worlds [14]. AI chatbots served as conversation partners in language-speaking classes [15]. Among the emerging technologies, machine translation (MT) also transformed existing teaching methods.…”

Section: Literature Reviewmentioning

confidence: 99%

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

Deng

2022

Sustainability

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With the rapid development of artificial intelligence, machine translation (MT) has gained popularity in recent years. This study aims to present a systematic review of literature on MT-assisted language learning in terms of main users, theoretical frameworks, users’ attitudes, and the ways in which MT tools are integrated with language teaching and learning. To this end, relevant peer-reviewed articles (n = 26) were selected through the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for further analysis. The findings revealed that the main MT users were undergraduate and graduate students. Both teachers and students held mixed attitudes for different reasons. It was also found that MT integration followed four steps, i.e., introduction, demonstration, task assignment, and reflection. The procedures of MT integration could be updated and perfected by introducing other features in the future.

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Section: Literature Reviewmentioning

confidence: 99%

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

Deng

2022

Sustainability

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“… Descriptive studies, theoretical studies, conference proceedings, case studies, qualitative studies, observational studies Other than open-access studies Other (less reputable) databases Other languages The studies of the research scope, i.e., those which did not investigate the use of chatbots in EFL at a university level, e.g., Yang et al (2022) …”

Section: Methodsmentioning

confidence: 99%

“…The studies of the research scope, i.e., those which did not investigate the use of chatbots in EFL at a university level, e.g., Yang et al (2022) …”

Section: Methodsmentioning

confidence: 99%

The use of chatbots in university EFL settings: Research trends and pedagogical implications

Klímová

Seraj

2023

Front. Psychol.

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This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot’s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

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“…Most of the studies reported the use of chatbots for language learning by students in higher education (e.g., undergraduate and postgraduate students). However, there are also studies focusing on primary and secondary school students, such as [ 29 , 32 ], which shows a positive impact on students acquiring English as a foreign language.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing the Usability of ChatGPT for Formal English Language Learning

Shaikh,

Yayilgan,

Klimova

et al. 2023

EJIHPE

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Recently, the emerging technologies have been constantly shaping the education domain, especially the use of artificial intelligence (AI) for language learning, which has attracted significant attention. Many of the AI tools are being used for learning foreign languages, in both formal and informal ways. There are many studies that have explored the potential of the recent technology “ChatGPT” for education and learning languages, but none of the existing studies have conducted any exploratory study for assessing the usability of ChatGPT. This paper conducts an assessment for usability of ChatGPT for formal English language learning. The study uses a standard questionnaire-based approach to ask participants about their feedback for usefulness and effectiveness of ChatGPT. The participants were asked for their feedback after performing series of tasks related to formal English language learning with ChatGPT. A variety of student participants were selected for this study with diverse English language proficiency levels, education levels, and nationalities. The quantitative analysis of the participant responses shed light on their experience with regards to the usability of ChatGPT for performing different English language learning tasks such as conversation, writing, grammar, and vocabulary. The findings from this study are quite promising and indicate that ChatGPT is an effective tool to be used for formal English language learning. Overall, this study contributes to the fast-growing research domain on using emerging technologies for formal English language learning by conducting in-depth assessment of usability for ChatGPT in formal English language learning.

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

Cited by 82 publications

References 25 publications

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

A Systematic Review of Machine-Translation-Assisted Language Learning for Sustainable Education

The use of chatbots in university EFL settings: Research trends and pedagogical implications

Assessing the Usability of ChatGPT for Formal English Language Learning

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