发音
愿意交流
计算机科学
任务(项目管理)
机器人
考试(生物学)
对象(语法)
心理学
数学教育
多媒体
人机交互
人工智能
语言学
社会心理学
工程类
古生物学
哲学
系统工程
生物
作者
Wen-Min Hsieh,Hui‐Chin Yeh,Nian‐Shing Chen
标识
DOI:10.1080/09588221.2023.2228357
摘要
Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner’s English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students’ interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design.
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