Intelligent personal assistants: can they understand and be understood by accented L2 learners?

Moussalli, Souheila; Cardoso, Walcir

doi:10.1080/09588221.2019.1595664

Cited by 92 publications

(62 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Without these changes, L2 speakers may be at risk of abandoning IPA use more readily. Recent work focusing on language learning contexts, suggests that abandonment, along with direct repetition and rephrasing of queries, are common L2 strategies when faced with miscommunication with IPAs [31]. Future research should more deeply explore ways to tailor the IPA experience based on this, and how that may influence long term IPA engagement.…”

Section: Designing Ipas To Be Sensitive To L1 and L2 Interaction Diffmentioning

confidence: 99%

“…sound system and common linguistic structures) may vary significantly from their native language [40]. Although reading non-native language text is also likely to increase cognitive load, the permanence of supplementary visual feedback [31], may give L2 users extra time to process and comprehend the information and refer back to it at a later time, improving their experience. This is not possible with speech only smart speakers.…”

Section: Screens Are Integral For L2 Ipa Usersmentioning

confidence: 99%

See 1 more Smart Citation

See What I’m Saying? Comparing Intelligent Personal Assistant Use for Native and Non-Native Language Speakers

Rough

Bleakley

et al. 2020

22nd International Conference on Human-Computer Interaction With Mobile Devices and Services

View full text Add to dashboard Cite

Limited linguistic coverage for Intelligent Personal Assistants (IPAs) means that many interact in a non-native language. Yet we know little about how IPAs currently support or hinder these users. Through native (L1) and non-native (L2) English speakers interacting with Google Assistant on a smartphone and smart speaker, we aim to understand this more deeply. Interviews revealed that L2 speakers prioritised utterance planning around perceived linguistic limitations, as opposed to L1 speakers prioritising succinctness because of system limitations. L2 speakers see IPAs as insensitive to linguistic needs resulting in failed interaction. L2 speakers clearly preferred using smartphones, as visual feedback supported diagnoses of communication breakdowns whilst allowing time to process query results. Conversely, L1 speakers preferred smart speakers, with audio feedback being seen as sufficient. We discuss the need to tailor the IPA experience for L2 users, emphasising visual feedback whilst reducing the burden of language production. CCS Concepts • Human-centered computing → User studies; Natural language interfaces; Accessibility design and evaluation methods.

show abstract

Section: Designing Ipas To Be Sensitive To L1 and L2 Interaction Diffmentioning

confidence: 99%

Section: Screens Are Integral For L2 Ipa Usersmentioning

confidence: 99%

See What I’m Saying? Comparing Intelligent Personal Assistant Use for Native and Non-Native Language Speakers

Rough

Bleakley

et al. 2020

22nd International Conference on Human-Computer Interaction With Mobile Devices and Services

View full text Add to dashboard Cite

show abstract

“…Specifically, the recent use of this technology in university-learning contexts has been associated with very good results and levels of acceptance, specifically among students with special educational needs (visual, auditory, memory, etc.) [39,40]. Furthermore, computer security resources are also incorporated in IPAs, as users must log in before implementing them [41].…”

Section: The Use Of Voice Assistants: Applicability In Prevention Of mentioning

confidence: 99%

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

Manzanares

Sánchez

Ochoa-Orihuel

2020

IJERPH

View full text Add to dashboard Cite

The use of advanced learning technologies in a learning management system (LMS) can greatly assist learning processes, especially when used in university environments, as they promote the development of Self-Regulated learning, which increases academic performance and student satisfaction towards personal learning. One of the most innovative resources that an LMS may have is an Intelligent Personal Assistant (IPA). We worked with a sample of 109 third-grade students following Health Sciences degrees. The aims were: (1) to verify whether there will be significant differences in student access to the LMS, depending on use versus non-use of an IPA. (2) To verify whether there will be significant differences in student learning outcomes depending on use versus non-use of an IPA. (3) To verify whether there will be significant differences for student satisfaction with teaching during the COVID-19 pandemic, depending on use versus non-use of an IPA. (4) To analyze student perceptions of the usefulness of an IPA in the LMS. We found greater functionality in access to the LMS and satisfaction with teaching, especially during the health crisis, in the group of students who had used an IPA. However, both the expansion of available information and the usability of the features embedded in an IPA are still challenging issues.

show abstract

“…In a follow-up study, Moussalli and Cardoso (2019) again looked at the use of Alexa for efl learning. The study, which involved 11 university participants, focused on the capacity of the ipa to be understood by l2 learners and the ability of the students to comprehend the virtual assistant.…”

Section: Intelligent Personal Assistants For L2 Learningmentioning

confidence: 99%

Intelligent personal assistants for autonomous second language learning: An investigation of Alexa

Dizon¹,

Tang²

2020

JALTCALL

View full text Add to dashboard Cite

The ubiquity of smartphones and the growing popularity of smart speakers have given rise to cloud-based, intelligent personal assistants (IPAs), such as Siri and Google Assistant. However, little is known about the use of IPAs for Autonomous Second Language Learning (ASLL). Thus, the aims of this study were twofold: to assess Japanese English as a Foreign Language (EFL) students’ perceptions towards IPAs, also known as virtual assistants, for ASLL, and to better understand learner behavior of these technologies. A total of 14 Japanese university students were given smart speakers and interacted with a companion IPA, Amazon Alexa, over a two-month period in their homes. Moreover, the participants completed a survey consisting of Likert-scale items and open-ended questions to obtain their views of the IPA for ASLL. While the results indicated that the students had mostly favorable views of Alexa for L2 learning, many of them did not actively engage with the virtual assistant during the data collection period. Furthermore, students tended to give up when faced with communication difficulties with the IPA. These findings highlight the potential of IPAs for ASLL and underscore the gap between what students say, and what they actually do, with language learning technology.

show abstract

Intelligent personal assistants: can they understand and be understood by accented L2 learners?

Cited by 92 publications

References 29 publications

See What I’m Saying? Comparing Intelligent Personal Assistant Use for Native and Non-Native Language Speakers

See What I’m Saying? Comparing Intelligent Personal Assistant Use for Native and Non-Native Language Speakers

Effectiveness of Using Voice Assistants in Learning: A Study at the Time of COVID-19

Intelligent personal assistants for autonomous second language learning: An investigation of Alexa

Contact Info

Product

Resources

About