A Systematic Review of Exploring the Potential of Teachable Agents in English Learning

Autor/in	Baranwal, Divya
Titel	A Systematic Review of Exploring the Potential of Teachable Agents in English Learning
Quelle	In: Pedagogical Research, 7 (2022) 1, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Baranwal, Divya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-4929
Schlagwörter	Second Language Learning; English (Second Language); Second Language Instruction; Artificial Intelligence; Technology Integration; Teaching Methods; Technology Uses in Education; Educational Technology; Instructional Design; Intelligent Tutoring Systems + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Künstliche Intelligenz; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Intelligentes Tutorsystem
Abstract	Language learning has dramatically influenced the extensiveness of web-based learning, AI applications, smart content, personalized tutoring systems, virtual facilitators. This paper aims to review the empirical evidence on the application of intelligent agents in English learning to define the future research perspectives of Teachable Agents-assisted English education. After a systematic online data search, the investigator analyzed nine empirical studies on how Teachable agents have potential English teaching and learning benefits. The results indicate that: (1) most studies conducted with large sample size at university level followed by elementary level; (2) instructional design were in dialogue and image form; (3) emerged two categories-Interaction and integration; and (4) most of them used experimental research in different settings. This study suggests that TAs substantially play a supportive role, enhance their involvement, scaffold their learning, and become self-regulated learners. Hence, we prospect the need for a future-oriented vision regarding AI and intelligent technologies- assisted language learning for nonnative speakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01