Judit Dombi
Biographic Data
| ID | 1100896 |
|---|---|
| NAME | Judit Dombi |
| GIVEN NAMES | Judit |
| FAMILY NAME | Dombi |
| SIGNATURE | DOMBI J |
| AFFILIATIONS | University of Pecs |
| ORCID | 0000-0001-9278-9093 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Seeking common ground with a conversational chatbot
Conversational AI is advancing rapidly, enabling significant improvements in chatbots’ conversational abilities. Currently, available conversational chatbots (e.g., Snapchat’s MyAI) appear to generate fairly realistic, often human-like output. As collaboration between humans and machines becomes more common, and AI systems are increasingly viewed as more than just tools, understanding human communication in such contexts is crucial. Despite the v…
Intent‐Based Versus GPT ‐Based Conversational Agents: Benefits and Challenges for Practicing and Assessing Oral Interaction
Interactional competence (IC) is crucial for L2 learners to communicate effectively across diverse contexts (Roever [2022], Teaching and testing second language pragmatics and interaction: A practical guide). However, providing opportunities to practice interactive oral skills is time and resource intensive, and assessing IC is challenging due to the need for diverse contexts and interlocutors to capture the dynamic nature of communication. Spoke…
Common ground, cooperation, and recipient design in human-computer interactions
Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent
New technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. W…
A study on advanced EFL learners’ intercultural encounters
There is an increasing conviction that foreign language teaching should focus not only on making students achieve native-like proficiency but on enabling them to function as competent communicators in situations involving speakers of diverse linguistic and cultural backgrounds. Real-life experiences are of utmost importance in forming language learners’ intercultural awareness and competences. This study explores advanced Hungarian EFL learners’ …
Common ground, cooperation, and recipient design in human-computer interactions
Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent
New technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. W…
Intent‐Based Versus GPT ‐Based Conversational Agents: Benefits and Challenges for Practicing and Assessing Oral Interaction
Interactional competence (IC) is crucial for L2 learners to communicate effectively across diverse contexts (Roever [2022], Teaching and testing second language pragmatics and interaction: A practical guide). However, providing opportunities to practice interactive oral skills is time and resource intensive, and assessing IC is challenging due to the need for diverse contexts and interlocutors to capture the dynamic nature of communication. Spoke…
A study on advanced EFL learners’ intercultural encounters
There is an increasing conviction that foreign language teaching should focus not only on making students achieve native-like proficiency but on enabling them to function as competent communicators in situations involving speakers of diverse linguistic and cultural backgrounds. Real-life experiences are of utmost importance in forming language learners’ intercultural awareness and competences. This study explores advanced Hungarian EFL learners’ …
A study on advanced EFL learners’ intercultural encounters
There is an increasing conviction that foreign language teaching should focus not only on making students achieve native-like proficiency but on enabling them to function as competent communicators in situations involving speakers of diverse linguistic and cultural backgrounds. Real-life experiences are of utmost importance in forming language learners’ intercultural awareness and competences. This study explores advanced Hungarian EFL learners’ …
Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent
New technology such as fully-automated interactive spoken dialogue systems (SDS), which allow learners to engage in multi-turn conversations with an automated agent, could provide a means for second and foreign language learners (L2) to practice form-function-context mappings in oral interaction. In this study, we investigated how learners interacted with an automated agent as they engaged in an SDS task that required them to make two requests. W…
Common ground, cooperation, and recipient design in human-computer interactions
Seeking common ground with a conversational chatbot
Conversational AI is advancing rapidly, enabling significant improvements in chatbots’ conversational abilities. Currently, available conversational chatbots (e.g., Snapchat’s MyAI) appear to generate fairly realistic, often human-like output. As collaboration between humans and machines becomes more common, and AI systems are increasingly viewed as more than just tools, understanding human communication in such contexts is crucial. Despite the v…
Intent‐Based Versus GPT ‐Based Conversational Agents: Benefits and Challenges for Practicing and Assessing Oral Interaction
Interactional competence (IC) is crucial for L2 learners to communicate effectively across diverse contexts (Roever [2022], Teaching and testing second language pragmatics and interaction: A practical guide). However, providing opportunities to practice interactive oral skills is time and resource intensive, and assessing IC is challenging due to the need for diverse contexts and interlocutors to capture the dynamic nature of communication. Spoke…
Psychology (5 works) · Linguistics (4 works) · Speech and dialogue systems (4 works) · Computer Science (3 works) · Language, Discourse, Communication Strategies (3 works) · Artificial Intelligence (2 works) · Common ground (2 works) · Communication (2 works) · Communication (2 works) · Function (biology (2 works)