Month: May 2023

Introduction

My research paper aims to explore the utilization of chatbot as a tool in English language learning. Language acquisition is a fundamental aspect of education, and innovative approaches that effectively support language learning are highly valuable. The initial exposure to chatbot technology came through my sister, who is employed at a university in Taiwan. An engaging workshop on Chat-GPT was conducted at her institution, attracting a substantial number of attendees. Students were enthused by the potential of this tool to address unique challenges and facilitate their research paper writing process.

The concept of using AI technology like Chat-GPT to support one’s learning captured my interest. Through personal experience, I have leveraged Chat-GPT for diverse projects and have been astounded by its capabilities. As an educator, I firmly believe that this AI tool holds significant promise as an aid for both teachers and students.

Background – Chatbot

A chatbot is an artificial intelligence (AI) program that simulates interactive human conversation by using key pre-calculated user phrases and auditory or text-based signals. Chatbots have been utilized in various domains and industries, including marketing, customer service, travel and hospitality, health care, technical assistance, education, and training.

The development of chatbots for English language learning has gained significant attention in recent years due to the increasing demand for convenient and personalized language learning experiences. These chatbots aim to simulate conversations with human-like interactions, providing learners with an opportunity to practice their English skills in a supportive and immersive environment. Some of popular chatbots for English language learning include Duolingo, HelloTalk, Rosetta Stone, ELSA, BBC Learning Englih Chatbot, and ChatGPT.

Most language learning chatbots incorporate natural language processing and machine learning algorithms to provide an interactive and personalized learning experience. They are capable of understanding and responding to user queries, engaging in meaningful conversations, and providing tailored feedback through its sophisticated programming.

Features and Functionalities of Chatbots Used by Language Learners

To support language learners effectively, the chatbot offers various features and functionalities. It can generate prompts and exercises that target specific language skills, such as grammar, vocabulary, or conversational fluency. The chatbot also provides instant feedback on learners’ responses, highlighting areas of improvement and offering suggestions for further practice. Additionally, it offers resources and references to assist learners in their language learning journey.

According to a systematic review of chatbot-supported language learning, chatbots have been used to assist students’ learning of speaking, listening, reading, and writing skills. Some of the common uses of chatbots in language education include:

1. Conversational Skills: Chatbots can simulate conversations and provide opportunities for ESL learners to practice their speaking and listening skills anytime and anywhere. It can engage in dialogues, provides feedback, helps learners diminish shyness.
2. Reading Comprehension: Chatbots can highlight important knowledge and answer learners’ question to help notice and receive assistance with understanding complex passages.
3. Grammar and Vocabulary: Chatbots can provide guidance and explanations regarding grammar rules, obtain dictionary definitions and provide sample sentences.
4. Writing Practice: Chatbots can be used to write dialogue or produce various kinds of text relating to a topic of interest.

Although chatbots offer many benefits to language learners and are well-received by teachers, there are some limitations, drawbacks and ethical considerations to take into account.  As I continue to explore research into this area, I hope to gain more insight into how language teachers can effectively incorporate AI chatbots into their curriculum and pedagogy and what strategies can they use to maximize student engagement and learning outcomes.

References

Chuah, KM., Kabilan, MK., Samarhan, K. (2021).Teachers’ views on the use of chatbots to support English language teaching in a mobile environment.
iJET ‒ Vol. 16, No. 20.

Huang, W., Hew, KF, & Fryer, LK (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. J. Comput. Assist. Learn, 11 August.

Kohnke, L., Moorhouse, BL., & Zou, D. (2023). ChatGPT for language teaching and learning. Technology Review. RELC Journal. 1-14.

Rouse, M. What does chatbot mean? Techopedia.

https://www.techopedia.com/definition/16366/chatterbot

I come from a nutrition background and currently work as a Public Health Dietitian. I also have a certificate in Teaching English as a Second Language. Although I haven’t had much experience using technology in any educational context, I’m interested in exploring the area of research in education technology. In particular, I’m fascinated by the potential role of AI in language teaching and learning.

The use of emerging technologies in language education has been associated with several benefits, including increased student motivation and engagement, enhanced learning outcomes, and improved language proficiency. Based on my preliminary research, I believe that AI can play an important role in supporting language learning in many ways.

For example, one recent review provided a comprehensive overview of the current state of artificial intelligence(AI) in the English as a Foreign Language (EFL) context, including its benefits and challenges.

According to the study, AI technologies have been widely used to implement online EFL teaching and learning. AI can support and enhance language teaching and learning by improving students’ English proficiency and motivation and providing personalized learning experiences for students.

Personalized learning is a key area of interest in AI education, and there is growing research on how AI can be used to personalize language learning for individual students. Some potential applications include adaptive learning systems that adjust to students’ individual needs and preferences, intelligent tutoring systems that provide personalized feedback and guidance, and chatbots that can engage students in natural language conversations.

The article also discussed the importance of ethical considerations such as data privacy, transparency, and accountability when implementing AI in EFL education. The article pointed out that it is crucial to carefully consider the ethical implications of using AI in EFL education and take steps to mitigate any potential risks. For example, it is critical to ensure that student data is protected and used only for educational purposes., and that AI systems are transparent in their decision-making processes. Additionally, there may be concerns about the potential for AI to perpetuate biases or discrimination if not designed and implemented carefully.

Since the body of literature on AI and language education is growing, teachers and students can best use AI by staying informed about the latest developments in AI technologies, collaborating with AI scholars to explore new possibilities for using AI in the classroom and experimenting with different AI tools to determine which ones work best for their specific needs.

Another study investigated the influence of an artificial intelligence markup language-based LINE ChatBot in contextual English learning. The influence of the ChatBot on English learning was measured through a 4-week English conversation exercise that included both speaking and listening. Additionally, competition characteristics were added to the learning activities in the experimental group to enhance learning motivation and outcomes. The performance of both groups of students was evaluated with the help of the LINE ChatBot contextual learning environment and extrinsic motivation in both the experimental and control group was improved if they spoke anonymously. The study also used speech-to-text recognition technology to identify students’ conversations.

The main findings of the study showed that with the help of the LINE ChatBot contextual learning environment, the performance of both groups of students was slightly enhanced, but no significant differences were found. Meanwhile, extrinsic motivation in both the experimental and control group was improved if they spoke anonymously. Overall, the study suggests that the use of an Artificial Intelligence Markup Language-Based LINE ChatBot in contextual English learning can improve students’ English proficiency and motivation.

As I keep on exploring the area of research in education technology, I’m excited to see how AI will continue to evolve and support language learning in new and innovative ways.

The following are some potential research questions for my final project:

1. How can the use of ChatBot tools be optimized by language learners to improve their proficiency in reading, listening, speaking, and writing skills?

2. How can ChatBot technology be customized to address the unique needs and learning preferences of individual language learners, and what are the implications of this customization for language learning outcomes?

References

Chien, YC., Wu TT., Lai CH., & Huang YM. (2022). Investigation of the
influence of artificial intelligence markup language-based LINE
ChatBot in contextual English learning. Front. Psychol. 13:785752.
https://pubmed.ncbi.nlm.nih.gov/35465562/

Jalbert, J. (2022).The use of technology in the ESL classroom:
A discussion. Contact Magazine,TESL Ontario. http://contact.teslontario.org/wp-content/uploads/2022/08/Jalbert.pdf

Jiang, R. (2022). How does artificial intelligence empower EFL teaching
and learning nowadays? A review on artificial intelligence in the EFL context.
Front. Psychol. 13:1049401.

https://pubmed.ncbi.nlm.nih.gov/36467167/

Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, SY., & Shaikh, SA. (2023). Systematic review on the use of emerging technologies in teaching English as an applied language at the university level. Systems, 11, 42.

https://www.mdpi.com/2079-8954/11/1/42