The Effects of Voice-based AI Chatbot on Korean EFL Students’ Speaking Ability and Affective Factors
AUTHORS
Da-Eun Han,Dept. Administrator, English Education, Gwangju National University of Education, Gwangju, Korea
ABSTRACT
This study explores effects of voice-based AI chatbot on Korean EFL students’ speaking ability and their affective factors: interest, belief, motivation, and anxiety. Participants were 44 freshmen students at a middle school in Korea. They were divided into one experimental group and one control group. During the ten-week experimental period, participants engaged in 10 chat sessions with the voice-based AI chatbot ‘Echodot’. To take an examination of effects on the students’ speaking ability, they took the NEAT speaking test as pre- and post-tests. As for the affective factors, structured questionnaire-based surveys were conducted before and after the treatment to find out if there are any changes in affective factors. Findings reveal that the AI chatbot effectively contributes to improvement of speaking ability among EFL students. An analysis of survey results indicates affective aspects of AI chatbot-assisted English learning changed positively over time. Accordingly, this study provides valuable insight into the use of AI chatbot in English learning in EFL contexts, suggesting that EFL teachers should try to integrate AI chatbot technology in their classrooms.
KEYWORDS
AI chatbot, Speaking ability, Affective factor, EFL
REFERENCES
[1] B. A. Shawar and E. Atwell, “Fostering language learner autonomy through adaptive conversation tutors,” Proceedings of the 4th Corpus Linguistics Conference, Birmingham, England, pp.6 (2007)
[2] M. Bygate, “Speaking,” The Cambridge Guide to Teaching English to Speakers of Other Language, ed. by David Nunan and Ronald Carter, Cambridge: Cambridge University Press, pp.14-20, (2001)
[3] H. Y. Kim, D. G. Shin, J. H. Lee, Y. U. Kim, and H. J. Yang, “Utilization and production of AI chatbot for English learning,” Kyoyookgwahaksa, Paju, (2019)
[4] Oxford, R. L. “Style analysis (SAS),” Tuscaloosa, AL: University of Alabama, (1993)
[5] Brown D. H., “Principles of language learning and teaching (5th ed.),” White Plains, NY: Pearson Longman, (2007)
[6] N.Y. Kim, “Effects of types of voice-based chat on EFL students’ negotiation of meaning according to proficiency levels,” English Teaching, vol.72, no.1, pp.159-181, (2017) UCI: G704-000189.2017.72.1.007
[7] N.Y. Kim, “Effects of different types of chatbots on EFL learners’ speaking competence and learner perception,” Cross-Cultural Studies, vol.48, pp.223-252, (2017b) DOI: 10.21049/ccs.2017.48..223 (CrossRef)(Google Scholar)
[8] A. Walker and G. White, “Technology Enhanced Language Learning: Connecting Theory and Practice,” Oxford: Oxford University Press, pp.38, (2013)
[9] V. M. Holland, J. D. Kaplan, and M. A. Sabol, “Preliminary tests of language learning in a speech-interactive graphics microworld,” Calico Journal, vol.16, no.3, pp.339-360, (1999)
[10] H. S. Cheon, “The viability of computer mediated communication in the Korean secondary EFL classroom,” Asian EFL Journal, vol.5, no.1, pp.1-33, (2003)