An Innovative Approach of Incorporating a Humanoid Robot into Teaching EFL Learners with Intellectual Disabilities

Autor/inn/en	Alemi, Minoo; Bahramipour, Shirin
Titel	An Innovative Approach of Incorporating a Humanoid Robot into Teaching EFL Learners with Intellectual Disabilities
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 4 (2019), Artikel 10 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alemi, Minoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-019-0075-5
Schlagwörter	Robotics; English (Second Language); Intellectual Disability; Down Syndrome; Case Studies; Second Language Learning; Second Language Instruction; Retention (Psychology); Pretests Posttests; Vocabulary Development; Teaching Methods; Short Term Memory; Nonverbal Communication; Games; Visual Learning; Learning Activities; Instructional Effectiveness; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Robotertechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Intellect; Disability; Disabilities; Verstand; Behinderung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Fremdsprachenunterricht; Merkfähigkeit; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kurzzeitgedächtnis; Non-verbal communication; Nonverbale Kommunikation; Game; Spiel; Spiele; Visual education; Visuelles Lernen; Lernaktivität; Unterrichtserfolg; Ausland
Abstract	The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend in using technology to teach classes called Robot Assisted Language Learning (RALL). To this end, participants were divided into 2 groups of five, one with the help of the robot (RALL) and one without (non-RALL). Both groups received the same lessons to learn 40 English vocabulary in 8 sessions. To measure the results, three English tests were run at different times during the teaching sessions (a pre-test, post-test, and a delayed post-test). The independent sample t-test on gain scores from pre-test to post-test revealed that there was a significant difference between the gains of the RALL group (M = 12.40) and the non-RALL group (M = 8.40), which indicates that RALL instruction had a large effect on the participants' English vocabulary improvement. Moreover, while both RALL and non-RALL groups retained the taught vocabulary, the RALL group showed a more satisfying result. The findings of this study demonstrate the positive effects of using a humanoid robot to facilitate vocabulary learning and retention among people with Down syndrome who have issues with both language learning and verbal short-term memory and need to learn through visual activities, gestures, and games. This study could be a starting point for a new line of research in second or foreign language instruction specific to people with Down syndrome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01