Developing Languages
Using Robot-mediated Shared Reading to Facilitate English Learning among Lower-grade Students in Taiwan
Paper Presentation in a Themed Session Ting Wei Shih, Vivien Lin
This study examines the impact of using educational robots and Internet of Things (IoT) tangible objects in shared book reading on enhancing first and second-graders‘ vocabulary acquisition and reading comprehension compared to human-led shared book reading. It also explores intercultural competence in terms of knowledge recall, curiosity, and openness, and the six dimensions of learner perceptions toward robot-assisted shared book reading. Twenty students from a cram school in central Taiwan participated in this project. They were randomly divided into the experimental group, which participated in the robot-shared book reading group, and the control group in the human-led shared book reading. This study used pre-tests and post-tests, videotaping, interviews, and survey questionnaires as research tools. Results indicated that the robot-assisted group significantly improved vocabulary acquisition compared to the human-led group. The robot-assisted group had more improvements in reading comprehension. Research also found that increased peer interactions can improve student learning outcomes. Moreover, regarding intercultural competence, the robot-assisted group showed more openness, and the human-led group showed more curiosity. In terms of knowledge recall, students in the robot-assisted group did better on more abstract cultural concepts, and students in the human-led group did better on specific cultural food. Furthermore, students generally hold a positive perception toward robot-assisted shared-book reading environments. These findings suggest that integrating educational robots and IoT into shared book reading can effectively enhance young learners' language skills and intercultural understanding.
Exploring Interaction Patterns for Enhancing English Oral Language Skills among Junior High School Students: A Case Study on Bilingual Digital Learning
Paper Presentation in a Themed Session Siang Wei Chen, Vivien Lin
In 2018, Taiwan's Executive Yuan proposed the "Bilingual 2030" policy, aiming to improve the English proficiency of its people through digital technology, bridging the urban-rural gap, and fostering bilingualism while preserving native language culture to enhance Taiwan's global competitiveness. Integrating online learning platforms and technologies in language education enhances learning experiences promotes equal access to educational resources, and helps bridge socio-economic disparities, fostering a more inclusive and equitable learning environment. This research utilizes a qualitative observation method to capture detailed, real-time interactions and responses in an English-Mandarin bilingual online course, providing in-depth insights into student engagement, language development, and the effects of teacher praise on participation. The study involved ten middle school students aged 13-15 who participated in a ten-week English-Mandarin bilingual online course with topics about Sustainable Development Goals (SDGs). Results showed that student-teacher interactions, particularly "Academic Feedback" and "Affective Feedback," are crucial in guiding and motivating students to improve their oral language skills. Student-content interaction, particularly “in-class talk” is essential for fostering English oral production because it provides students with direct practice in listening and speaking, enhancing their fluency, pronunciation, and ability to engage in real-life conversations.
Artificial Intelligence In ESL Students’ Writing Anxiety: Unveiling the Impact
Paper Presentation in a Themed Session Hsieh Ching Ju Carol
The present study investigates the effect of artificial intelligence (AI) intervention in English as a second language (ESL) writing on the anxiety level and impact on writing performance amongst Taiwanese junior high school students. Thirty-four students were beginners at the age between 12 and 14, participated in the study and assigned to two groups: 20 students with AI intervention in the experimental group (EG) and 14 students with non-AI-integrated in the control group (CG). The researcher, as well as the teacher used the same textbook and material in the two groups. This study utilized a quasi-experimental method: two questionnaires of anxiety, 33 items derived from the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) and EFL writing anxiety (Gopang et al., 2018) in a 4-point Likert scale, and pre-and-post tests to measure the students’ writing performance. The findings reveal that AI intervention had a positive impact on writing performance, reducing fear of negative evaluation, boosting confidence in writing, speaking English around native speakers, and fostering positive student engagement and motivation to learn English. However, FLCAS and AI intervention could not alleviate writing and test anxiety despite moderate academic improvement in writing performance. A negative correlation was observed between academic performance, respectively. Pedagogical limitations reveal a need for a larger sample size and longer intervention periods. Suggestions for future research should explore the long-term effects of AI tools in educational contexts and conduct qualitative research to understand students’ perceptions for further improvement.
