Investigating College EFL Learners' Perceptions toward the Use of Google Assistant for Foreign Language Learning

Autor/inn/en	Chen, Howard Hao-Jan; Yang, Christine Ting-Yu; Lai, Kyle Kuo-Wei
Titel	Investigating College EFL Learners' Perceptions toward the Use of Google Assistant for Foreign Language Learning
Quelle	In: Interactive Learning Environments, 31 (2023) 3, S.1335-1350 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Howard Hao-Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1833043
Schlagwörter	English (Second Language); Second Language Learning; College Students; Artificial Intelligence; Natural Language Processing; Foreign Countries; Student Attitudes; Instructional Effectiveness; Language Proficiency; Anxiety; Learning Motivation; Value Judgment; Pronunciation; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Künstliche Intelligenz; Natürliche Sprache; Ausland; Schülerverhalten; Unterrichtserfolg; Language skill; Language skills; Sprachkompetenz; Angst; Motivation for studies; Lernmotivation; Werturteil; Aussprache
Abstract	Recent studies on the use of Intelligent Personal Assistant (IPA) for second language (L2) learning have found that IPAs such as "Amazon's Alexa" is useful and motivating for L2 learners and that learners' language proficiency might influence their perceptions toward IPAs. However, most existing studies focused on the potentials of "Alexa" and paid little attention to "Google Assistant (GA)." This study was thus conducted to investigate how L2 learners at different proficiency levels perceive the potentials of "GA." Twenty-nine EFL college students were recruited to try various voice commands for an hour in order to investigate learners' perceptions toward the potentials of "GA" for language learning. Results of the survey and interview show that these learners enjoyed interacting with "GA" and considered "GA" an inspiring tool to learn English. They also found that "GA" can be useful in improving their speaking and listening skills. They perceived "GA"'s pronunciation to be quite natural and its utterances to be easily comprehensible. Results also reveal that higher level learners achieved better mutual comprehensibility with "GA," whereas lower level learners encountered more challenges due to their mispronunciations. Based on these findings, future research directions and pedagogical suggestions on IPA-assisted L2 learning are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01