On the effectiveness of Robot-Assisted Language Learning
Dados Bibliográficos
| ID | 8090559 |
|---|---|
| Autores | Sung‐jin Lee (0000-0001-9348-8356, autor correspondente), Sungjin Lee (0000-0002-7692-0546), Hyungjong Noh (autor correspondente), Jonghoon Lee (0000-0002-7059-3126, autor correspondente), Kyusong Lee (0009-0003-8113-4667, autor correspondente), Gary geunbae Lee (autor correspondente), Seongdae Sagong (autor correspondente), Munsang Kim (autor correspondente) |
| Ano | 2011 |
| Volume | 23 |
| Fascículo | 1 |
| Páginas | 25-58 |
| Data de publicação | 2011-01-05 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | ReCALL (JOURNAL) |
| Identificadores do periódico | ISSN: 0958-3440 • E-ISSN: 1474-0109 |
| Editora | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0958344010000273 |
| OpenAlex | W2093635459 |
| Idioma | EN |
| Citações recebidas | 37 |
| Referências citadas | 33 |
This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students’ oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students’ satisfaction, interest, confidence, and motivation at the significance level of 0.01
Active listening · Descriptive statistics · Mathematics education · Robot · Test (biology · AI in Service Interactions · Computer Science · Mathematics · Psychology · Robotics and Automated Systems · Social Robot Interaction and HRI · Artificial Intelligence · Communication
Grammar in Language Teaching and Education
Children Teach a Care-Receiving Robot to Promote Their Learning
Social Robots for Language Learning
Learners’ perceived AI presences in AI-supported language learning
Exploring AI chatbot affordances in the EFL classroom
The effectiveness and learner acceptance of robot-facilitated board games for enhancing content-based English vocabulary learning
The Desire for Social Robots to Support English Language Learners
Roles and research foci of artificial intelligence in language education
Affordances and challenges of technology-assisted language learning for motivation
A systematic review study on educational robotics and robots
Effects of robot-based multiple low-stakes assessments on students’ oral presentation performance, collective efficacy, and learning attitude
Social robots and gamification for technology supported learning
Investigating the usefulness of artificial intelligence-driven robots in developing empathy for English for medical purposes communication
Robot-assisted speaking practice (Rasp)
Testing a theoretical model of trust in human-machine communication
L2 Students' Speaking Skills in Robot‐Assisted Language Learning
Incorporating Robotics and Artificial Intelligence ( AI ) Into Teaching Chinese as a Second Language in Higher Education
Exploring Chinese EFL Teachers' Perceptions of the Potentials and Challenges of Robot‐Assisted Language Learning
Robots’ Social Behaviors for Language Learning
Robot-Assisted Language Learning
Exploring positive psychology in robot-assisted language learning
Once Upon a Time… Acquisition of Second Language Vocabulary Through Robotic Storytelling in Classroom Settings
Affirmative Large Language Model-Based Dialogue Robots for Broadening or Deepening the Perspective of Children
The Impact of Social Robotics on L2 Learners’ Anxiety and Attitude in English Vocabulary Acquisition
Comparison of Outcomes Between Robot-Assisted Language Learning System and Human Tutors
Is a Wizard-of-Oz Required for Robot-Led Conversation Practice in a Second Language
Moveable Älıpbi
Influence of the NAO robot as a teaching assistant on university students’ vocabulary learning and attitudes
A systematic review of research on emotional artificial intelligence in English language education
Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book
The effectiveness of artificial intelligence on English language learning achievement
Do AI chatbots impact motivation? Insights from a preliminary longitudinal study
The impact of AI- and peer-assisted interaction modes on oral ability, interactive experiences, and perceptions among adolescent Chinese Tibetan students
Socially Assistive Robots
Guidelines for Designing Social Robots as Second Language Tutors
Exploring the Entertainment Value of Playing Games with a Humanoid Robot
Student in the shell
Discourse Analysis
Attention
The input hypothesis
Language Comprehension in Context
Investigating Listening Comprehension in Context
Simulating conversations
The Relationship between Negotiated Interaction, Learner Uptake, and Lexical Acquisition in Task-Based Computer-Mediated Communication
Coefficient alpha and the internal structure of tests
The Teacher‐Learner Relationship and Classroom Interaction in Distance Learning
Interactive Robots as Social Partners and Peer Tutors for Children
Attitudes, Motivation, and Second Language Learning
| Obras citantes distintas | 37 |
|---|---|
| Citações por ano | 2,64 |
| Intervalo de citações | 2012 - 2026 (15) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 37 |