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On the effectiveness of Robot-Assisted Language Learning

Published online by Cambridge University Press:  05 January 2011

Sungjin Lee ,
Hyungjong Noh ,
Jonghoon Lee ,
Kyusong Lee ,
Gary Geunbae Lee ,
Seongdae Sagong  and
Munsang Kim
Sungjin Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: [email protected])
Hyungjong Noh*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: [email protected])
Jonghoon Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: [email protected])
Kyusong Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: [email protected])
Gary Geunbae Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: [email protected])
Seongdae Sagong*
Affiliation:
Center for Intelligent Robotics, Korea Institute of Science and Technology, South Korea (email: [email protected])
Munsang Kim*
Affiliation:
Center for Intelligent Robotics, Korea Institute of Science and Technology, South Korea (email: [email protected])
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Abstract

This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students’ oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students’ satisfaction, interest, confidence, and motivation at the significance level of 0.01.

Keywords

Robot-assisted language learningintelligent computer-assisted language learningintelligent tutoring systemsinteractive learning environmentshuman robot interactions
Type
Research Article
Information
ReCALL , Volume 23 , Issue 1 , 05 January 2011 , pp. 25 - 58
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

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