Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners' Willingness to Communicate

Autor/inn/en	Ayedoun, Emmanuel; Hayashi, Yuki; Seta, Kazuhisa
Titel	Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners' Willingness to Communicate
Quelle	In: International Journal of Artificial Intelligence in Education, 29 (2019) 1, S.29-57 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayedoun, Emmanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-018-0171-6
Schlagwörter	Second Language Learning; Anxiety; Communication (Thought Transfer); Intelligent Tutoring Systems; Educational Technology; Communication Strategies; Affective Behavior; Dialogs (Language) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Angst; Communication; thought; Kommunikation; Gedanke; Intelligentes Tutorsystem; Unterrichtsmedien; Kommunikationsstrategie; Affective disturbance; Active behaviour; Affektive Störung; Dialog; Dialogs; Dialogue; Dialogues
Abstract	This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners' readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners' actual usage frequency of the target language. To help overcome the lack of suitable environments for increasing L2 learners' WTC, our approach is to build embodied conversational agents that can help learners surmount their apprehension towards communication in L2. Here, we focus on the dialogue management aspects of our approach and propose a model based on a set of communication strategies (CS) and affective backchannels (AB) to foster such agents' ability to carry on natural and WTC-friendly conversations with learners. We examined learners' expected WTC after interacting with one of the following versions of the system: an agent featuring both CS and AB; an agent featuring only CS; and an agent featuring only AB. The results suggested that combining CS and AB empowers the conversational agent and leads to higher expected WTC among L2 learners. We also found that even the AB-only version of the system had the potential to enhance WTC to some extent. These findings are evidence of the feasibility of enhancing L2 learners' engagement towards communication using a computer-based environment coupled with appropriate conversational strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01