Social Robots for Language Learning: A Review

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using diff...

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Bibliographic Details
Published in:Review of educational research Vol. 89; no. 2; pp. 259 - 295
Main Authors: van den Berghe, Rianne, Verhagen, Josje, Oudgenoeg-Paz, Ora, van der Ven, Sanne, Leseman, Paul
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.04.2019
American Educational Research Association
Subjects:
Achievement Gains
Adult Learning
Age differences
Age groups
Education
Educational Research
Elementary Secondary Education
Grammar
Language
Language acquisition
Languages
Learning
Motivation
Preschool Children
Reading ability
Reading Skills
Robotics
Robots
Second Language Instruction
Second Language Learning
Sign Language
Skills
Social Behavior
Social factors
Social motivation
Speech Communication
Speech Skills
Student Motivation
Teaching Methods
Technology Uses in Education
Tutoring
Vocabulary
Vocabulary Development
robot-assisted language learning
human-robot interaction
first- and second-language learning
novelty effect
motivation
ISSN:0034-6543, 1935-1046
Online Access:Get full text
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Summary:In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students 'motivation and robots 'social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.
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ISSN:0034-6543
1935-1046
DOI:10.3102/0034654318821286