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Chatbots for Language Learning--Are They Really Useful? A Systematic Review of Chatbot-Supported Language Learning
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Huang, Weijiao; Hew, Khe Foon; Fryer, Luke K. – Journal of Computer Assisted Learning, 2022
Background: The use of chatbots as learning assistants is receiving increasing attention in language learning due to their ability to converse with students using natural language. Previous reviews mainly focused on only one or two narrow aspects of chatbot use in language learning. This review goes beyond merely reporting the specific types of…
Descriptors: Second Language Learning, Second Language Instruction, Computer Assisted Instruction, Computer Mediated Communication
The Strengths, Weaknesses, Opportunities and Threats of Using Social Software in Higher and Further Education Teaching and Learning
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Schroeder, A.; Minocha, S.; Schneider, C. – Journal of Computer Assisted Learning, 2010
Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course…
Descriptors: Foreign Countries, Postsecondary Education, Social Networks, Computer Uses in Education
An Empirically Grounded Framework to Guide Blogging in Higher Education
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Kerawalla, L.; Minocha, S.; Kirkup, G.; Conole, G. – Journal of Computer Assisted Learning, 2009
We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities.…
Descriptors: Web Sites, Electronic Publishing, Open Universities, Distance Education
Sustaining Computer-Mediated Communication in University Courses.
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Warren, Kathleen J.; Rada, R. – Journal of Computer Assisted Learning, 1998
Compares the impact of two different computer-mediated communication (CMC) systems, with different prescribed guidelines for use, on the per-person volume of online interchanges in two graduate classes. Hypothesies a relationship between system characteristics, guidelines for use, and the perpetuation of verbal interaction in settings where CMC is…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Mediated Communication, Graduate Study