Emotion-Aware Tutors for English Language Learners

This study investigated the manner of employing emotional awareness in AI tutoring systems to support dimensions of second language acquisition (SLA) that address cognitive aspects of learning as well as emotional dimensions of learning. A quasi-experimental design established two experimental groups, each consisting of 120 intermediate-level English learners, who were randomly assigned to either the emotion-aware AI tutor or the conventional AI tutor. The academic success of the participants was assessed through vocabulary retention and speaking fluency measures, while a self-reported confidence from student’s measure assessed learner confidence. The self-reports of students using the emotion-aware AI tutor indicated significant progress on vocabulary retention, speaking fluency, and confidence, as learning increased. Qualitative evaluations of the emotion-aware AI tutor gave feedback that indicated the AI tutor's emotional support motivated learners and reduced their anxiety, suggesting the importance of an AI tutor's emotional support in the learning process, when involved. The findings of this study contribute to the ongoing development of emotion-aware artificial intelligence (AI). The study presented a feasible AI system model that addresses cognitive learning, supports learners emotionally, and bolsters their emotional well-being, with minimal cognitive progress made by learners in SLA

Adaptation (eye · Cognition · Emotional intelligence · Fluency · Language acquisition · TUTOR · Vocabulary · Vocabulary development · Vocabulary Learning · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning