Е-Публикации
Технически университет - София

Abstract: In this survey several studies are presented on foreign language learning assisted by AI-based tools/chatbots in a classroom setting, mostly using 5G-enabled smartphones. The focus of these studies is the qualitative and quantitative assessment of the effectiveness of the tools. Pre-tests and post-tests are frequently used to quantitatively assess student improvement with and without the use of AI-tools in several areas of language learning (vocabulary, grammar, syntax, listening, speaking, writing, etc.). A control student group is used in many cases as a baseline for assessing improvement. Furthermore, a qualitative questionnaire is filled in by the students in most of the studies to assess the strengths and weaknesses of the tools from the perspective of the users. It is found that the use of AI-based tools leads to significant improvement in learning progress.

References

1. Duong, T., Suppasetseree, S.: The effects of an artificial intelligence voice chatbot on improving Vietnamese undergraduate students’ English speaking skills”. Int. J. Learn. Teach. Educ. Res. 23(3), 293–321 (2024)
2. Cohen, L., Manion, L., Morrison, K.: Research Methods in Education, 6th edn. Routledge, London (2002)
3. Fakhrurriana, R., Nisa, A., Noni, N.: The perceptions of using Duolingo application in learning English for student’s vocabulary mastery. Batara Didi: English Language J. 3(1), 45–54 (2024)
4. Bang, H.J., Setoguchi, E., Mackey, A., Fujii, A.: L2 learning outcomes of a research-based digital app for Japanese children. Stud. Second. Lang. Acquis. 46(2), 504–534 (2024)
5. Nuralisah, A.S., Kareviati, E.: The effectiveness of using Memrise application in teaching vocabulary. Professional J. English Educ. 3(4), 494–500 (2020)
6. Sudina, E., Plonsky, L.: The effects of frequency, duration, and intensity on L2 learning through Duolingo: a natural experiment. J. Second Lang. Stud. 7(1), 1–43 (2024)
7. Irzawati, I., Unamo, A.F.: Students’ perceptions and attitudes towards the utilization of Duolingo in EFL learning. J-SHMIC: J. English Acad. 10(2), 123–138 (2023)
8. Jaelani, A., Sutari, D.R.: Students’ perception of using Duolingo application as a media in learning vocabulary. Bogor English Student and Teacher (BEST) Conference, 2, pp. 40–47 (2021)
9. Inayah, N., Yusuf, Q., Fibula, N.: Exploring undergraduate students’ perception toward the use of Duolingo in learning English. Humanities Soc. Sci. Rev. 8(3), 76–85 (2020)
10. Shaikh, S., Yayilgan, S.Y., Klimova, B., Pikhart, M.: Assessing the usability of ChatGPT for formal English language learning. Europ. J. Investigation Health Psychol. Educ. 13(9), 1937–1960 (2023)
11. Ajisoko, P.: The use of Duolingo apps to improve English vocabulary learning. Int. J. Emerg. Technol. Learn. (iJET) 15(7), 149–155 (2020)
12. Safitri, F., Hardini, T. I., Setiadi, R., Mutiarsih, Y.: Usability measurement: chatbot as a pedagogical support for learning French grammar. In: Fifth International Conference on Language, Literature, Culture, and Education (5th ICOLLITE 2021), pp. 272–276 (2021)
13. Kohnke, L.: L2 learners’ perceptions of a chatbot as a potential independent language learning tool’. Int. J. Mobile Learn. Organisation 17(1/2), 214–226 (2023)
14. Abarghoui, M.A., Taki, S.: Measuring the effectiveness of using “Memrise” on high school students’ perceptions of learning EFL. Theory Practice Lang. Stud. 8(12), 1758–1765 (2018)
15. Hsu, M.H., Chen, P.S., Yu, C.S.: Proposing a task-oriented chatbot system for EFL learners speaking practice. Interact. Learn. Environ. 31(7), 4297–4308 (2023)

Issue

Copyright Springer