Foreign language acquisition via artificial intelligence and extended reality: design and evaluation

Artificial Intelligence (AI) and Extended Reality (XR) have been employed in several foreign language education applications to increase the availability of experiential learning methods akin to international immersion programs. However, research in multi-modal spoken dialogue in L2 combined with im...

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Veröffentlicht in:Computer assisted language learning Jg. 35; H. 9; S. 2332 - 2360
Hauptverfasser: Divekar, Rahul R., Drozdal, Jaimie, Chabot, Samuel, Zhou, Yalun, Su, Hui, Chen, Yue, Zhu, Houming, Hendler, James A., Braasch, Jonas
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Oxford Routledge 08.12.2022
Taylor & Francis Ltd
Schlagworte:
Achievement Gains
Artificial Intelligence
augmented
chatbots
Chinese
Chinese as a second language
Chinese languages
Collaborative learning
College Students
Colleges & universities
Comprehension
Computer Assisted Instruction
Computer assisted language learning
Computer Simulation
Conversation
conversational agents
Conversational Language Courses
Cooperative learning
Dyadic interaction
Education
Educational Environment
Experiential learning
Feedback
foreign language acquisition
Foreign language learning
Foreign languages
Gamification
human-computer interaction
Immersion Programs
Language
Language Acquisition
Language Tests
Language thought relationship
Learning
Learning environment
Listening Comprehension
Man Machine Systems
multi-modal interaction
multi-party interaction
Multimodality
Reality
Role Playing
Scores
Second language instruction
Second Language Learning
spoken dialogue systems
Statistical significance
Student Experience
Students
virtual and extended reality
Vocabulary
Vocabulary Development
ISSN:0958-8221, 1744-3210
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Zusammenfassung:Artificial Intelligence (AI) and Extended Reality (XR) have been employed in several foreign language education applications to increase the availability of experiential learning methods akin to international immersion programs. However, research in multi-modal spoken dialogue in L2 combined with immersive technologies and collaborative learning is thin, limiting students' experiences to solo interactions focused mostly on vocabulary and grammar in such settings. We intend to fill this gap as we present the Cognitive Immersive Language Learning Environment (CILLE). The AI in CILLE can hear, see, and understand its users and can engage with them in non-dyadic multimodal conversations. The XR offers students a feeling of being somewhere else without the use of intrusive devices and supports multi-party, multi-modal interactions. Together, AI and XR create naturalistic conversational interactions targeted towards comprehensive foreign language acquisition. We evaluate CILLE as a Chinese-as-a-foreign-language (CFL) education tool through a seven-week, mixed-methods study with university students (N = 10). Results display statistical significance and retained improvement in CFL vocabulary, comprehension, and conversation skills. Coupled with an analysis of student feedback and researcher observations, we show how CILLE is designed and experienced by students to learn CFL.
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ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2021.1879162