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On the effectiveness of Robot-Assisted Language Learning

Published online by Cambridge University Press:  05 January 2011

Sungjin Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: junion@postech.ac.kr)
Hyungjong Noh*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: nohhj@postech.ac.kr)
Jonghoon Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: jh21983@postech.ac.kr)
Kyusong Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: kyusonglee@postech.ac.kr)
Gary Geunbae Lee*
Affiliation:
Department of Computer Science and Engineering, Pohang University of Science and Technology (POSTECH), South Korea (email: gblee@postech.ac.kr)
Seongdae Sagong*
Affiliation:
Center for Intelligent Robotics, Korea Institute of Science and Technology, South Korea (email: sdsagong@kist.re.kr)
Munsang Kim*
Affiliation:
Center for Intelligent Robotics, Korea Institute of Science and Technology, South Korea (email: munsang@kist.re.kr)

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.

Type
Research Article
Copyright
Copyright © European Association for Computer Assisted Language Learning 2011

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