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Human versus Machine: Investigating L2 Learner Output in Face-to-Face versus Fully Automated Role-Plays
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Veronika Timpe-Laughlin; Tetyana Sydorenko; Judit Dombi – Computer Assisted Language Learning, 2024
To examine the utility of spoken dialog systems (SDSs) for learning and low-stakes assessment, we administered the same role-play task in two different modalities to a group of 47 tertiary-level learners of English. Each participant completed the task in an SDS setting with a fully automated agent and engaged in the same task with a human…
Descriptors: Second Language Learning, In Person Learning, Standard Spoken Usage, Role Playing
Artificial Intelligence Learning Approach through Total Physical Response Embodiment Teaching on French Vocabulary Learning Retention
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Huang, Tzu-Hua; Wang, Lun-Zhu – Computer Assisted Language Learning, 2023
TPR (Total Physical Response) is a methodology for teaching foreign languages. In traditional TPR, teachers need to spend a considerable amount of time confirming the accuracy of students' movements, which results in a low-efficiency teaching process and affects the fairness of student learning. A motion sensing system can assess the accuracy of…
Descriptors: Artificial Intelligence, Second Language Learning, Second Language Instruction, Motion
Anthropomorphism--Matters or Not? On Agent Modality and Its Implications for Teaching English Idioms and Design Decisions
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Ahmadi, Alireza; Sahragard, Rahman; Babaie Shalmani, Hamed – Computer Assisted Language Learning, 2017
The present study aimed to examine whether agent-based instruction would privilege English as a Foreign Language (EFL) learners any better than mainstream approaches (e.g. analogical reasoning, guessing from context, image formation, semantic analysis, etc.) when it comes to the teaching of English idioms. It also sought to explore whether…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Figurative Language
A Comparative Study of Lexical Word Search in an Audioconferencing and a Videoconferencing Condition
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Cohen, Cathy; Wigham, Ciara R. – Computer Assisted Language Learning, 2019
This study on online L2 interactions compares lexical word search between an audioconferencing and a videoconferencing condition. Nine upper-intermediate learners of English describe a previously unseen photograph in either the videoconferencing or the audioconferencing condition. A semantic feature analysis is adopted to compare their…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Second Language Learning, English (Second Language)
Interactions between Text Chat and Audio Modalities for L2 Communication and Feedback in the Synthetic World "Second Life"
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Wigham, Ciara R.; Chanier, Thierry – Computer Assisted Language Learning, 2015
This paper reports on a study of the interactions between text chat and audio modalities in L2 communication in a synthetic (virtual) world and observes whether the text chat modality was used for corrective feedback and the characteristics of the latter. This is examined within the context of a hybrid content and language integrated learning…
Descriptors: Computer Simulation, Social Systems, Internet, Computer Mediated Communication
Learning to Show You're Listening
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Ward, Nigel G.; Escalante, Rafael; Al Bayyari, Yaffa; Solorio, Thamar – Computer Assisted Language Learning, 2007
Good listeners generally produce back-channel feedback, that is, short utterances such as "uh-huh" which signal active listening. As the rules governing back-channeling vary from language to language, second-language learners may need help acquiring this skill. This paper is an initial exploration of how to provide this. It presents a training…
Descriptors: Semitic Languages, Listening Skills, Feedback (Response), Auditory Stimuli