Instructional design using an in-house built teaching assistant robot to enhance elementary school English-as-a-foreign-language learning

Wu, Wen-Chi Vivian; Wang, Rong-Jyue; Chen, Nian-Shing

doi:10.1080/10494820.2013.792844

Cited by 53 publications

(48 citation statements)

References 18 publications

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“…This view highlights the influence of form on the affective filter (e.g., the experience of anxiety), and the role of cute and likeable agents in reducing it. It also emphasizes that chosen robots should appeal to the students [114]. There is some support for this view.…”

Section: Formmentioning

confidence: 99%

“…Robots of all types can serve several purposes in language learning. They may be used to engage students as their conversational partner (e.g., References [63,66]), trigger vocabulary or grammar learning (e.g., References [20,27,66,99]), help with pronunciation [66,106], reading comprehension [42] or writing clarity [47], improve listening skills [42,50,66], assess language ability [31,95], increase positive affect or decrease anxiety [96,114], or serve as a conversational proxy or avatar for the student [70].…”

Section: Functionmentioning

confidence: 99%

“…However, this opinion is not universally shared. Wu et al postulated that zoomorphic or cartoon-like robots are likely more appropriate, at least for young children, as they may be less afraid of these forms [114]. This view highlights the influence of form on the affective filter (e.g., the experience of anxiety), and the role of cute and likeable agents in reducing it.…”

Section: Formmentioning

confidence: 99%

“…Due to the flexibility in this method, the voices can have different identities (age, gender, language), and there can be considerable variation in the voices produced. This allows the robot to take on the voices of different characters, as sometimes used when telling a story [20,114,117]. This also allows purposeful exposure to varied voices and accents [20,114].…”

Section: Voicementioning

confidence: 99%

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A Survey of Robot-Assisted Language Learning (RALL)

Randall

2019

J. Hum.-Robot Interact.

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Robot-assisted language learning (RALL) is becoming a more commonly studied area of human-robot interaction (HRI). This research draws on theories and methods from many different fields, with researchers utilizing different instructional methods, robots, and populations to evaluate the effectiveness of RALL. This survey details the characteristics of robots used-form, voice, immediacy, non-verbal cues, and personalizationalong with study implementations, discussing research findings. It also analyzes robot effectiveness. While research clearly shows that robots can support native and foreign language acquisition, it has been unclear what benefits robots provide over computer-assisted language learning. This survey examines the results of relevant studies from 2004 (RALL's inception) to 2017. Results suggest that robots may be uniquely suited to aid in language production, with apparent benefits in comparison to other technology. As well, research consistently indicates that robots provide unique advantages in increasing learning motivation and in-task engagement, and decreasing anxiety, though long-term benefits are uncertain. Throughout this survey, future areas of exploration are suggested, with the hope that answers to these questions will allow for more robust design and implementation guidelines in RALL.

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Section: Formmentioning

confidence: 99%

Section: Functionmentioning

confidence: 99%

Section: Formmentioning

confidence: 99%

Section: Voicementioning

confidence: 99%

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A Survey of Robot-Assisted Language Learning (RALL)

Randall

2019

J. Hum.-Robot Interact.

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“…Therefore, some researchers attempted to use robots to attract students' interest in elementary or junior high school. Most of these studies have treated robots as teachers' assistants and investigated whether learning outcomes were increased by the robot assistant (Alemi, Meghdari, & Ghazisaedy, ; Alemi, Meghdari, & Ghazisaedy, ; Chang, Lee, Po‐Yao, Chin‐Yeh, & Gwo‐Dong, ; Hong, Huang, Hsu, & Shen, ; Hung, Chao, Lee, & Chen, ; In & Han, ; Wu, Wang, & Chen, ; You, Shen, Chang, Liu, & Chen, ). Here, we describe studies that assessed students' learning outcomes using a pretest and posttest.…”

Section: Related Workmentioning

confidence: 99%

Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Iio

Maeda

Ogawa

et al. 2018

Computer Assisted Learning

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This paper reports how robot‐assisted language learning (RALL) impacts Japanese adults' English speaking skills. With existing research on RALL focusing on children, there is little evidence indicating RALL's effects on adults. We developed a RALL system comprising a robot, a tablet, and designed learning materials for speaking practice. To explore the effects of this system on the speaking skills of adults, we conducted a pretest and posttest designed pilot experiment. The participants in this study were nine female Japanese university students. The participants used the system for speaking practice for a total of 30 min per day for 7 days. The results of comparing the pretests with the posttests demonstrated that the adults' English speaking skills were enhanced; in particular, their speaking accuracy, fluency, and pronunciation improved greatly. This study contributes to providing clear evidence of the effects of RALL on Japanese adults' English speaking skills.

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Humanoid robot-empowered language learning based on self-determination theory

Fung,

Lee,

Sin

et al. 2024

Educ Inf Technol

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With the ability to provide feedback and assistance, humanoid educational robots have been proven effective in assisting students to overcome learning challenges and enhancing individual learning outcomes. However, the strength of humanoid robots in promoting social and emotional skills has not been well investigated. Socially supportive behaviour can contribute more to students’ learning engagement than knowledge transfer. This study focuses on the design of humanoid robots to engage students from functional and affective perspectives. To this end, a pilot test is conducted on 64 primary school students in Hong Kong, comprising a control group (N = 33) and an experimental group (N = 31). Questionnaires, observations, and language proficiency test are done to ensure the validity of the findings. The results show that the experimental group, which learned with the humanoid robots, significantly improved their behavioural engagement (+ 13.24%), emotional engagement (+ 13.14%), cognitive engagement (21.56%), and intrinsic motivation (12.07%). The impact of utilizing humanoid robots in education is elucidated through the lens of the self-determination theory (SDT), which pertains to students’ learning motivation and engagement. These findings can provide valuable insights into the development of more captivating humanoid robots for extensive learning purposes.

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Instructional design using an in-house built teaching assistant robot to enhance elementary school English-as-a-foreign-language learning

Cited by 53 publications

References 18 publications

A Survey of Robot-Assisted Language Learning (RALL)

A Survey of Robot-Assisted Language Learning (RALL)

Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Humanoid robot-empowered language learning based on self-determination theory

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