Interaction and collaboration in robot-assisted language learning for adults

Abstract

This article analyses how robot-learner interaction in robotassisted language learning (RALL) is influenced by the interaction behaviour of the robot. Since the robot behaviour is to a large extent determined by the combination of teaching strategy, robot role and robot type, previous studies in RALL are first summarised with respect to which combinations that have been chosen, the rationale behind the choice and the effects on interaction and learning. The goal of the summary is to determine a suitable pedagogical setup for RALL with adult learners, since previous RALL studies have almost exclusively been performed with children and youths. A user study in which 33 adult second language learners practice Swedish in three-party conversations with an anthropomorphic robot head is then presented. It is demonstrated how different robot interaction behaviours influence interaction between the robot and the learners and between the two learners. Through an analysis of learner interaction, collaboration and learner ratings for the different robot behaviours, it is observed that the learners were most positive towards the robot behaviour that focused on interviewing one learner at the time (highest average ratings), but that they were the most active in sessions when the robot encouraged learner-learner interaction. Moreover, the preferences and activity differed between learner pairs, depending on, e.g., their proficiency level and how well they knew the peer. It is therefore concluded that the robot behaviour needs to adapt to such factors. In addition, collaboration with the peer played an important part in conversation practice sessions to deal with linguistic difficulties or communication problems with the robot.

Is a Wizard-of-Oz Required for Robot-Led Conversation Practice in a Second Language?

“…Moreover that it is beneficial to let the learners interact or familiarise themselves with the robot together with peers, rather than alone; that social interaction strategies and forming personal relationships between the robot and the learners are important to maintain the learners' interest over time; and that it is often more appropriate to give the robot a role as the learners' peer, rather than as a more knowledgeable tutor. These aspects, discussed in more detail in recent reviews [18,25,26] are important considerations for the present work, despite differences between child and adult learners [18].…”

“…Robot-assisted language learning studies have in general been performed with children, and this is in particular the case for social interaction aimed at practising spoken conversations. The main reason for this may be that the robots' appearance and capabilities are suitable for children, whereas adult learners have expectations, such as natural and meaningful interactions, that may not be met by most available robots [18].…”

Identification of Low-engaged Learners in Robot-led Second Language Conversations with Adults

“…For the present study, engagement in multi-party settings and in educational interaction, especially in language learning, are of primary interest, as they add additional requirements on interaction with, respectively, several users and the learning material. With a few exceptions [24,32,37], most previous work on robot-assisted language learning has been carried out with children, whereas the present study is with adult learners, who have different requirements and preferences regarding the robot's appearance, role, and interaction [23]. They may further both react differently to the robot's behaviour and display their reactions in a different manner than the child learners who have been studied in previous work on engagement in robot-assisted language learning [1,2,16,28,53].…”

Women and Children 'Empowerment in Anabanua Village Through English Learning Using a Collaborative Learning Approach

“…The Collaborative Learning Approach has been widely researched and implemented in learning; Mbirimi-Hungwe & McCabe (2020); Maharani et al (2020); Vahed & Rodriguz (2021), wrote that collaborative learning has played an important role in education in higher education since the late 1980s, so many studies have focused on this topic. Engwall & Lopes (2020) stated that collaboration with colleagues or partners can increase exercise power. Because the autonomy of collaborative learning means that learners have autonomy in adopting appropriate communication strategies to engage in groups (Su & Zou, 2020;Manegre & Gutiérrez-Colón, 2020).…”