A systematic review on robot-assisted language learning for adults

In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language ac...

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Bibliographic Details
Published in:Frontiers in psychology 2024-11, Vol.15, p.1471370
Main Authors: Deng, Qi, Fu, Changzeng, Ban, Midori, Iio, Takamasa
Format: Article
Language:English
Subjects:
adult education
AI in education
human-robot interaction
language learning effectiveness
Psychology
robot-assisted language learning
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Summary:In the 21st-century era of globalization, language proficiency is a pivotal connector across cultures, with artificial intelligence (AI) revolutionizing educational paradigms through Robot-Assisted Language Learning (RALL). This systematic review examines the role of RALL in adult second language acquisition, focusing on its pedagogical strategies and learner engagement. Unlike the previous systematic reviews that explore the multifaceted roles of robots in language learning, including as teachers, tutors, assistants, and peer learners, we identify explicit and implicit instructional strategies within RALL, highlighting the unique learning landscape of adult learners characterized by self-regulation and self-direction. We assess the latest advancements in RALL for adult learners through three research questions, compare the effectiveness of explicit versus implicit instructions, and investigate affective factors enhancing RALL performance. Our review contributes a comprehensive status analysis, in-depth exploration of interaction modes, and insights for future research directions, providing a roadmap for academic research and practical guidance for educators and robot developers. This study aims to optimize RALL strategies to better meet the needs of adult learners, fostering a more efficient and engaging language learning experience.
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2024.1471370