Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis

This study investigated the effect of Chatbot-Assisted Dynamic Assessment (CA-DA) on vocabulary learning and provided insights into learner abilities drawn from its implementation. Through the use of mediating chatbots, this study implemented DA to multiple learners simultaneously and provided each...

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Veröffentlicht in:Computer assisted language learning Jg. 36; H. 7; S. 1338 - 1364
1. Verfasser: Jeon, Jaeho
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Oxford Routledge 03.09.2023
Taylor & Francis Ltd
Schlagworte:
Academic Ability
Artificial Intelligence
Chatbots
Cognitive load
cognitive load theory
Comparative Analysis
Computer assisted language learning
Computer Software
Control Groups
Dialogflow
Dynamic assessment
Elementary School Students
Elementary schools
English (Second Language)
English as a second language learning
Evaluation
Foreign Countries
Groups
Human-computer interaction
Korean language
Language assessment
Learning
Man Machine Systems
Medical diagnosis
Second Language Instruction
Second Language Learning
Second language vocabulary learning
Student Development
Student Evaluation
Task Analysis
Teaching Methods
Technology Uses in Education
Vocabulary
Vocabulary Development
vocabulary learning
Vocabulary size
Word meaning
South Korea
ISSN:0958-8221, 1744-3210
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Zusammenfassung:This study investigated the effect of Chatbot-Assisted Dynamic Assessment (CA-DA) on vocabulary learning and provided insights into learner abilities drawn from its implementation. Through the use of mediating chatbots, this study implemented DA to multiple learners simultaneously and provided each learner with human-like interaction. The chatbots were created using Google's Dialogflow. Fifty-three Korean EFL primary school learners who were confirmed to demonstrate the same range in vocabulary size participated in this study. They were randomly assigned to three groups: CA-DA, Chatbot-Assisted Non-Dynamic Assessment (CA-NDA), and a control. For two treatment sessions, the learners were asked to read texts and identify the meaning of underlined target words. The chatbots provided graduated assistance to learners in the CA-DA group and only target word definitions to learners in the CA-NDA group. The control group did not utilize chatbots. Two posttests (receptive and productive) were administered both immediately after and two weeks after the second treatment session. Interaction records between the chatbots and learners across the two treatment sessions were also collected. Posttest results showed that vocabulary gains in the CA-DA group were significantly higher than in the other groups. Analysis of interactions between the chatbots and learners for the CA-DA sessions provided detailed evidence of learner development. The findings suggest that CA-DA could not only promote vocabulary acquisition but could also offer diagnostic information about individual learners concerning vocabulary learning. This study also demonstrated the potential of chatbot technology to support language learners.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2021.1987272