Teacher Trainees´ Attitudes Towards Integrating Chatbots Into Foreign Language Classes (original) (raw)
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Revista Romaneasca pentru Educatie Multidimensionala
Nowadays, there are a huge number of applications that help to learn foreign languages in HEIs. The article gives a concept of chatbots, their application scenarios for the development of speaking skills of HEI students learning English; defines the role of chatbots in acquiring language practice; analyzes today's chatbots for learning foreign languages; investigates the functions of chatbots for modeling language behavior. Despite their imperfect intelligence, large companies (e.g., Apple, Google, and Amazon) have already placed chatbots in the center of their flagship devices. Chatbots are now filling the Internet, acting as guides, salespersons, and assistants. However, chatbots designed as communicators have yet to make a meaningful contribution. Perhaps the most natural vocation is to be a partner in learning foreign languages. In this article, we'll look at some of the chatbots developers are offering to help you learn foreign languages. Now chatbots can radically chan...
Perspectives of Science & Education, 2022
The problem and the aim of the study. Training of specialists in informatization of education involves formation of competences in development of software tools and automated systems and development of the foreign language communicative competence. Formation of appropriate qualities in the conditions of higher education is complicated by a number of problems. The authors propose to organize project activities to create dialogue programs (training bots) to improve foreign language training of future specialists. Research methods. The construction of a chat bot takes place during teamwork and foreign language communication. The authors' testing is carried out, which includes checking knowledge of syntax, vocabulary and grammar, skills of professionally oriented communication and digital skills. The experimental study was carried out at Vyatka State University during the study of the discipline "Foreign Language", "Development and Use of Computer Games in Education". 43 first- and second-year students of the training program 44.03.01 Pedagogical education (Master's degree programme) were involved in foreign language communication with the support of automated systems. The average age of the respondents was 25 (90% female and 10% male). When constructing chat bots, the BorisBot resource is used. Fisher's test was used to find out statistically significant differences. Results. The students studied services for creating chat bots, the didactic potential and functionality of the dialogue programs. The students of the experimental group used them to do professionally oriented and foreign language communication tasks. Statistically significant differences were revealed in the changes φCRIT=1.64<φEMP=2.514. Conclusion. The features of the presented version of using chat bots when teaching a foreign language are described: teamwork, using templates and scripts, choosing project topics. The problematic questions are formulated, the answers to which make it possible to determine the directions of work on designing chat bots: discussing the development goal and didactic goal, modeling scenarios of foreign language interaction, etc.
Integration of Chatbots in Additional Language Education: A Systematic Review
European Journal of Educational Research, 2024
This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and selfconfidence. Resumen: Esta exhaustiva revisión sistemática profundiza en la creciente prevalencia de la integración de chatbots en la enseñanza de idiomas. El objetivo general es evaluar el panorama actual del conocimiento sobre la utilización de chatbots y su influencia en tres elementos cruciales: las habilidades, las actitudes y las emociones de los estudiantes. Además, la revisión pretende escudriñar las ventajas vinculadas a la incorporación de chatbots en la enseñanza de lenguas extranjeras, explorando sus beneficios potenciales al tiempo que se consideran las limitaciones y los posibles impactos negativos en habilidades específicas o en las experiencias de los usuarios. En consecuencia, esta investigación ofrece valiosas perspectivas sobre la aplicación de chatbots en la enseñanza de lenguas extranjeras, arrojando luz sobre sus ventajas potenciales y las áreas que justifican una mayor exploración y mejora. La integración de chatbots en el aprendizaje de idiomas, a pesar de ciertas limitaciones, suele arrojar resultados positivos y mejorar los resultados educativos en las competencias de los estudiantes. Sus características también pueden influir en la actitud del estudiante de idiomas, incidiendo en factores como la motivación, el interés, la autonomía en el aprendizaje y el compromiso o incluso su sentido de la diversión. Además, los chatbots resultan útiles para crear entornos de aprendizaje emocionalmente positivos y pueden contribuir a aumentar la autoestima y la confianza de los estudiantes en sí mismos. Indications of quality : Scimago C2 impacto 0.39 Social Sciences, Education (2023), Citescore 3.6, 74%, ranking 376/1469, Education (2022). How to cite: Cislowska, A. I., & Pena-Acuna, B. (2024). Integration of Chatbots in Additional Language Education: A Systematic Review. European Journal of Educational Research, 13 (4). 1607-1625. https://doi.org/10.12973/eu-jer.13.4.1607
Chatbots: The Future of Education?
International Journal of Engineering Pedagogy (iJEP), 2024
Chatbots are emerging technologies with the potential to improve teaching and learning processes. This paper conducts a systematic review of research on chatbots in education, focusing on articles published in Online-Journals.org from 2011 to 2024. The aim is to examine the various aspects addressed by the authors, such as design principles, pedagogical roles, interaction styles, and evaluation methods for chatbots in educational contexts. The tools were classified according to the type of user they targeted, revealing that 42% were aimed at students, 11% at teachers, 29% at both types of users, and 18% at external users. The characteristics of the tools along the above dimensions were analyzed, highlighting trends, good practices, and observed limitations. The key findings, challenges, and implications of using chatbots to improve learning outcomes, and experiences were discussed. It was concluded that chatbots are an emerging technology that offers benefits such as teaching personalization, self-learning, and real-time feedback but also poses challenges, such as evaluation and research into their effectiveness for education.
Critical Literature Review on Chatbots in Education
2020
Chabot, a virtual teaching aid diminishing the monotonous duties of educators, is being researched and exploited in the sector of education. It has been configured in such a manner that customized learning atmosphere is generated and doubts raised by learners are cognitively responded to. This is achieved through vigorous analysis of response and the learning techniques undertaken by students. This paper assesses previous literatures published by researchers on the use of chatbots in the area of learning.
University News, 2022
The National Education Policy, 2020 emphasizes on the need to generate awareness as well as conduct research on various aspects of the emerging disruptive technologies. Chatbots are one of the disruptive technologies which are finding its way into education. Chatbots are the software programmes which can take the form of text/voice; facial mode or robots and can act like a helping hand to the teacher. Chatbots with and without educational intentions are being used in education for various purposes. With educational intention, chatbots developed on the basis of socio-constructivist approaches of learning can be used for various purposes like providing interactive quizzes, acting like virtual tutors, programmes for exercise and practice, assessment, answering questions, delivering videos of past lectures. Chatbots developed on the basis of behaviorist and cognitivist approaches of learning are used to perform various activities which do not have educational intentions like answering the FAQs related to course, handling many repetitive questions raised by students regarding project guidelines, deliverables, deadlines, grades, etc. Chatbots in education is less explored area and acceptance of chatbots by education stakeholders and its integration and effectiveness in education need to be explored further.
Seven Editora eBooks, 2023
This paper aims to present the use of a chatbot as an alternative for teachers using an Intelligent Tutoring System and also verify MAZK's chatbot acceptance among the instructors, as this functionality was developed in MAZK's system exclusively for this purpose. A questionnaire was carried out with 32 teachers, most of them beginners on MAZK. These instructors should set up a class with the chatbot's help and it was noticeable that this re-source's use in their training was well accepted due to the practicality of an online tool. Still, some of the instructors had questions if they could learn all the aspects of the system only through the chatbot's help. Teachers who had previously used MAZK considered the chat-bot's development a necessary improvement as a supporting tool.
Dissertation - ESL and chatbots
Recent studies into the use of CMC technology indicate its potential for providing FL learners with opportunities for conversational skills practice and development (Cheon, 2003, Hubbard, 2004. Computer programs designed to simulate intelligent conversation, commonly known as chatbots, have joined other internet language learning media as part of the panoply of newer resources, but have yet to receive empirically-tested approval in the literature. The present study intends to identify the potential of this form of AI technology, as it currently stands, to help teenage ESL students with conversational text practice and development (defined here as facilitating learners in the production of comprehensible output; having access to meaningful input; acquiring and practising speech acts; focusing on errors and correction; negotiation for meaning, as well as enabling practice and acquisition of lexical and syntactical items).
CHATBOT AS AN EDUCATIONAL SUPPORT SYSTEM
EPRA International Journal of Multidisciplinary Research (IJMR), 2022
The shift in technological advancements to Artificial Intelligence guided systems is ushering in a batch of new opportunities and challenges for various industries. The educational domain is especially affected by the use of chatbots to enhance learners' interaction capabilities and aid faculty roles by automating mundane tasks. The development of chatbots uses different approaches depending on the educational purposes that they are meant to accomplish. For example, some chatbots are developed using the social constructivist approach and have the ability to act as interactive tutors offering quizzes, assessments, and access to previous lectures. The disruptive technology of chatbots is affecting educational domains in various ways that need to be considered by institutions and practitioners in the field.
Chatbots and messaging platforms in the classroom: an analysis from the teacher's perspective
2022
Introducing new technologies such as messaging platforms, and the chatbots attached to them, in higher education, is rapidly growing. This introduction entails a careful consideration of the potential opportunities and/or challenges of adopting these tools. Hence, a thorough examination of the teachers' experiences in this discipline can shed light on the effective ways of enhancing students' learning and boosting their progress. In this contribution, we have surveyed the opinions of tertiary education teachers based in Spain (mainly) and Spanish-speaking countries. The focus of these surveys is to collect teachers' feedback about their opinions regarding the introduction of the messaging platforms and chatbots in their classes, understand their needs and to gather information about the various educational use cases where these tools are valuable. In addition, an analysis of how and when teachers' opinions towards the use of these tools can vary across gender, experi...