Utilizing Robotics for Learning English as a Foreign Language (original) (raw)
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A Novel Approach of Learning English with Robot for Elementary School Students
Lecture Notes in Computer Science, 2011
Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated with the learning process are very important issues. This study attempted to explore the integration of book, computer and robot to create a novel and joyful English learning environment. Books are the most common learning media. If we can design a special mechanism linking books with digital learning content and a robot, students will be able to obtain supplementary learning content including motions performed by the robot to enhance learning outcomes. To implement this idea, a new learning system was designed and developed. Learning activities included vocabulary, single sentence read-along, full article read-along, conversation, singalong and dancing. Cloze tests were implemented and the feasibility of the learning system was evaluated. Data collected from field observation and interviews were analysed. The results suggest that this system did enrich students' learning experience and enhance their motivation and engagement.
Applications of robot assisted language learning (RALL) in language learning and teaching
This study covers a complete overview of the theoretical rationale of application of robots, other instructional inter faces like CALL, MALL, m-learning, r-learning, different types of robots, their instructional roles , their educational activities, the related researches, findings, and challenges of robotic assisted language learning . Since robotic revolution, many investigators in different countries have attempted to utilize robots to enhance education. As many people in the world have personal computers (PCs), in the following years, Personal Robots (PR) may become the next tool for every one's life. Robots not only have the attributes of CALL/MALL, but also are able for independent movements, voice/visual recognition and environmental interactions, non-verbal communication, collaboration with native speakers, diagnosing pronunciation, video conferencing with native speakers, native speaker tutoring, adaptability, sensing, repeatability, intelligence, mobility and human appearance. Robot-aided learning (r-learning) services can be described as interactive and instructional activities which can be interacted and performed between robots and learners in both virtual and real worlds.
Applying Robots as Teaching Assistant in EFL Classes at Iranian Middle-Schools
International Journal of Systems Applications, Engineering & Development, 2021
Since its invention, robots have been developed for various purposes and needs, quite similar to personal computers in their early days. However, with the advancement of technology, it is anticipated that in near future one of the cutting-edge technologies to be used in “language teaching and learning” is robotics. Humanoid and/or animal shaped robots will soon gain more attention as a fancy tool for 1st and 2nd language teaching in mid-schools/high schools around the globe. At CEDRA, we are currently exploring the design and application of educational service robots to initiate and pioneer Robotics Assisted Language Learning (RALL) in Iranian schools. With the proliferation of computers and mobile devices, Computer Assisted Language Learning (CALL) and Mobile Assisted Language Learning (MALL) have been in the limelight for 2nd language instructional theories for about a decade or more. However, utilizing robots to support language teaching and learning can certainly enhance today&#...
Robot assisted language learning
Language Learning & Technology, 2012
Along with the rapid development of information and communication technologies, educators are trying to keep up with the dramatic changes in our electronic environment. These days mobile technology, with popular devices such as iPhones, Android phones, and iPads, is steering our learning environment towards increasingly focusing on mobile learning or m-Learning. Currently, most interfaces employ keyboards, mouse or touch technology, but some emerging input-interfaces use voice-or marker-based gesture recognition. In the future, one of the cutting-edge technologies likely to be used is robotics. Robots are already being used in some classrooms and are receiving an increasing level of attention. Robots today are developed for special purposes, quite similar to personal computers in their early days. However, in the future, when mass production lowers prices, robots will bring about big changes in our society. In this column, the author focuses on educational service robots. Educational service robots for language learning and robot-assisted language learning (RALL) will be introduced, and the hardware and software platforms for RALL will be explored, as well as implications for future research. ROBOTS: ANTHROPOMORPHISM OF THE MEDIA We have seen the evolution of various media, from the one-way mass media TV, to computers with enhanced interactivity and personalized services. With the proliferation of computers, computer-aided instruction (CAI) has been in the limelight in various instructional design theories since the 1970s. The advent of the World Wide Web and Internet has changed CAI into web-based instruction, and with the extensive use of mobile devices and tablet PCs, various language-learning applications based on m-Learning are emerging in the market (Godwin-Jones, 2011). Since the mid-2000s, anthropomorphized robots in various forms have been developed, with faces, arms, and mobile devices or tablet interfaces attached to their chests, as shown in Figure 1. These robots are a type of anthropomorphized media, merging mobile information technology (IT) and robotics.
Proceedings of the 16th International Conference of Education, Research and Innovation (ICERI, 2023). pp. 2413 – 2421. ISBN: 978-84-09-55942-8. , 2023
New technological developments and discoveries in robotics have affected, among other fields, education as well. The use of educational robotics has increased since 2000, especially in STEM subjects. In recent years, however, social robotics has been incorporated into fields such as special education, art, and language learning. The characteristics and potential of some robots, especially social robots, make them an extremely useful tool for language learning. This paper introduces a brief overview of the educational theories, types and applications of robots used in language learning, as well as the roles of robots in the learning process and the educational activities that have been implemented thus far. The paper also presents a research-in-progress based on the DuckyCode robot, which was originally developed for STEM applications. However, its innovative technology and its user-friendly environment make it suitable for use as a social robot in language learning. DuckyCode, disposes social skills and can interact with students through speech and writing. Its capabilities make it a useful tool in the field of language learning where social interaction and communication skills are essential. For this research, a series of educational activities were created, targeting different grades of elementary school during the English lessons. New ways to utilize the robot in a language learning classroom and new roles that the robot can take during the learning process are suggested aiming to increase its effectiveness. Two groups of students participated in the research, in order to compare the results with and without the use of the robot. The aim was to examine the effectiveness of the DuckyCode robot on students' cognitive outcomes, motivation levels as well as students' preferences.
Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools
This paper presents the effect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their ¯rst year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about five weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a significant difference regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very influential in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics fields.
Robot-Assisted Language Learning: Artificial Intelligence in Second Language Acquisition
The wide spread and development of Technologies in our daily lives provides lots of opportunities for language teachers and learners to benefit though it may also result in some pedagogical difficulties. At its first stage, this chapter aimed at introducing Computer-Assisted Language Learning (CALL) as the first step in applying Artificial Intelligence (AI) to language learning and teaching; then, the new concept of Robot-Assisted Language Learning (RALL) defined both theoretically and applied to show the new trends in the educational purposes of AI.
2010
Abstract: As robot technologies develop, many researchers have tried to use robots to support education. Studies have shown that robots can help students develop problem-solving abilities and learn computer programming, mathematics, and science. However, few studies discuss the use of robots to facilitate the teaching of second languages. We discuss whether language teaching needs robot support, whether robots present an appropriate medium for language instruction, and what challenges must be overcome.
A Survey of Robot-Assisted Language Learning (RALL)
ACM Transactions on Human-Robot Interaction
Robot-assisted language learning (RALL) is becoming a more commonly studied area of human-robot interaction (HRI). This research draws on theories and methods from many different fields, with researchers utilizing different instructional methods, robots, and populations to evaluate the effectiveness of RALL. This survey details the characteristics of robots used-form, voice, immediacy, non-verbal cues, and personalizationalong with study implementations, discussing research findings. It also analyzes robot effectiveness. While research clearly shows that robots can support native and foreign language acquisition, it has been unclear what benefits robots provide over computer-assisted language learning. This survey examines the results of relevant studies from 2004 (RALL's inception) to 2017. Results suggest that robots may be uniquely suited to aid in language production, with apparent benefits in comparison to other technology. As well, research consistently indicates that robots provide unique advantages in increasing learning motivation and in-task engagement, and decreasing anxiety, though long-term benefits are uncertain. Throughout this survey, future areas of exploration are suggested, with the hope that answers to these questions will allow for more robust design and implementation guidelines in RALL.
Australasian Journal of Educational Technology, 2011
Early school years are an important period to lay out the foundation for learning a second language. In addition to mastering the basic language skills and keeping the learning process fun, promoting a lifelong learning habit should also be emphasised. Motivating elementary school students to learn English and avoiding misconceptions associated with the learning process are very important issues. This study attempted to explore the integration of book, computer and robot to create a novel and joyful English learning environment. Books are the most common learning media. If we can design a special mechanism linking books with digital learning content and a robot, students will be able to obtain supplementary learning content including motions performed by the robot to enhance learning outcomes. To implement this idea, a new learning system was designed and developed. Learning activities included vocabulary, single sentence read-along, full article read-along, conversation, singalong and dancing. Cloze tests were implemented and the feasibility of the learning system was evaluated. Data collected from field observation and interviews were analysed. The results suggest that this system did enrich students' learning experience and enhance their motivation and engagement.