Pre-Service Primary English Teachers’ AI Chatbots

Sung, Min-Chang

doi:10.30961/lr.2020.56.1.97

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…M = 3.0 and Pol. M = 2.9) were more moderate concerning pre-service teachers' future intention to use chatbots, which may partly contradict some previous works [39,40]. Although the participants showed interest in learning more about chatbots, they seemed to prioritize human to human over human to chatbot communication, which is in line with Fryer et al [24].…”

Section: E-commercementioning

confidence: 44%

“…However, research about pre-service teachers' perceptions concerning chatbot integration in language learning is scant. A notable exception is the study of Sung [39], who evaluated 17 AI English-language chatbots developed by nine groups of pre-service primary school teachers using the Dialogflow API. The results showed that pre-service teachers found chatbots useful to engage students in playful and interactive language practice.…”

Section: Chatbots In Language Learningmentioning

confidence: 99%

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Using Chatbots as AI Conversational Partners in Language Learning

Belda-Medina

Calvo-Ferrer

2022

Applied Sciences

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Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human communication from students’ or in-service teachers’ perspectives. This study aims to examine the knowledge, level of satisfaction and perceptions concerning the integration of conversational AI in language learning among future educators. In this mixed method research based on convenience sampling, 176 undergraduates from two educational settings, Spain (n = 115) and Poland (n = 61), interacted autonomously with three conversational agents (Replika, Kuki, Wysa) over a four-week period. A learning module about Artificial Intelligence and language learning was specifically designed for this research, including an ad hoc model named the Chatbot–Human Interaction Satisfaction Model (CHISM), which was used by teacher candidates to evaluate different linguistic and technological features of the three conversational agents. Quantitative and qualitative data were gathered through a pre-post-survey based on the CHISM and the TAM2 (technology acceptance) models and a template analysis (TA), and analyzed through IBM SPSS 22 and QDA Miner software. The analysis yielded positive results regarding perceptions concerning the integration of conversational agents in language learning, particularly in relation to perceived ease of use (PeU) and attitudes (AT), but the scores for behavioral intention (BI) were more moderate. The findings also unveiled some gender-related differences regarding participants’ satisfaction with chatbot design and topics of interaction.

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Section: E-commercementioning

confidence: 44%

Section: Chatbots In Language Learningmentioning

confidence: 99%

Using Chatbots as AI Conversational Partners in Language Learning

Belda-Medina

Calvo-Ferrer

2022

Applied Sciences

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“…According to the findings of Pérez et al (2020), chatbots have the potential to facilitate learning in a manner comparable to that of a human teacher. In addition, Sung (2020) evaluates AI English-language chatbots and posits that they are anticipated to significantly contribute to achieving speaking and listening proficiency benchmarks.…”

Section: The Emergence Of Ai Technology In Educationmentioning

confidence: 99%

Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills

2024

JALT

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This research paper explores the perceptions and adoption of AI chatbots by graduate students in Zimbabwean universities. The study aims to understand the potential benefits and challenges of adopting AI chatbots in the education sector and its impact on developing higher-order cognitive skills. The study used qualitative methodologies, including field interviews, to analyze the data. The findings suggest that graduate students have a positive attitude towards AI chatbots because they enhance their learning experience, enable them to overcome skill gaps, and aid in test preparation. Furthermore, the study revealed that AI chatbots foster the development of higher-order cognitive skills by augmenting traditional lectures, test preparation, and personalization. However, challenges include plagiarism, outdated information, and financial constraints associated with AI chatbots. The study recommends that AI companies offer discounts to graduate students to enable them to access AI chatbot tools and that universities develop referencing systems allowing students to acknowledge using AI chatbots as sources.

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“…It will help the students to improve their speaking skills. Sung [36] has proposed a study to examine the performance of artificial intelligence-based English speaking chatbots.…”

Section: Computer-assisted Tutoring Systemsmentioning

confidence: 99%

“…Method Year [51] Online intelligent English teaching [52] An English network teaching [53] Perceptions on the impact of AI on English language learning [54] Chatbots in education [55] Network intelligent control and traffic optimization [4] Educational technology in English major college teaching [2] Acceptance determinants of 5G services [13] Chatbots applications in education [19] Task-oriented chatbot system [17] Chatbots in higher education [31] Human-computer interaction on IoT-based college physical education [43] College English teaching innovation under AI [33] Machine learning and neural network in English learning [39] Educational robot teaching resources using AI [40] College English teaching mode based on AI [47] Vocabulary intelligent tutoring system for second-grade latinx English learners [56] Understanding students' perceptions of AI teaching [57] AI-enabled routing in software-defined networking [1] Innovation in university education [5] Mobile-assisted language learning [7] Adult learners in distance education [12] Chatbots [20] Conversational agents for learning foreign languages [21] AI-based pronunciation checker [26] Prediction of learning styles in adaptive e-learning [30] Eco-environment construction of English teaching using AI [3] e strategy of college English mode based on 5G and AI [35] Chatbot using dialogflow [36] Preservice primary English teachers' AI chatbots [58] AI chatbot as a language learning medium [28] College English culture intelligence-aided teaching [49] AI in EFL context [50] AI in education [59] AI writing evaluation system in China CET…”

Section: Reference Nomentioning

confidence: 99%

Role of 5G and Artificial Intelligence for Research and Transformation of English Situational Teaching in Higher Studies

Yu¹,

Nazir

2021

Mobile Information Systems

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We live in a modern and technological society run by intelligent and human-like machines and systems. This is due to the advancements in the field of artificial intelligence. The machines are directly or indirectly used in different sectors like healthcare, automatic vehicles, and complex decision-making and at the same used in educational institutes. The usage of AI-based systems and the Internet has brought numerous educational innovations for both teachers and students. With the online learning platforms grounded on AI techniques, 5G has revolutionized the teaching and learning methods by smooth and faster access to educational content. Students of foreign languages, especially English learners, can now use chatbots and intelligent tutoring systems to learn and practice their speaking and listening skills offline and online. With Computer-Assisted Language Learning (CALL), the English learning process can now be interactive and productive. The students can now improve their language skills by conversing with AI-based agents instead of native speakers to avoid any fear and anxiety. The intelligent platforms can understand the consuming power of the student and hence can create and give content according to their level to create an individualized learning environment. With the help of digital assistants, people can also find it very easy and productive to improve English proficiency. To accomplish the goal of English teaching very easily and ideally, the teachers should use AI-based techniques in the classrooms. With the help of intelligent assistants for the daily workload of a teacher, we will be able to concentrate fully on the language learning and skills of the students. The current study has presented a detailed overview of 5G and AI’s role in research and transformation of English situational teaching in higher studies. The search results are compiled and presented with different details of the area.

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Pre-Service Primary English Teachers’ AI Chatbots

Cited by 7 publications

References 9 publications

Using Chatbots as AI Conversational Partners in Language Learning

Using Chatbots as AI Conversational Partners in Language Learning

Exploring graduate students’ perception and adoption of AI chatbots in Zimbabwe: Balancing pedagogical innovation and development of higher-order cognitive skills

Role of 5G and Artificial Intelligence for Research and Transformation of English Situational Teaching in Higher Studies

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