Chatbot-Assisted Dynamic Assessment (CA-DA) for L2 Vocabulary Learning and Diagnosis

Autor/in	Jeon, Jaeho
Titel	Chatbot-Assisted Dynamic Assessment (CA-DA) for L2 Vocabulary Learning and Diagnosis
Quelle	In: Computer Assisted Language Learning, 36 (2023) 7, S.1338-1364 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jeon, Jaeho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1987272
Schlagwörter	Elementary School Students; Vocabulary Development; Technology Uses in Education; Man Machine Systems; Artificial Intelligence; Foreign Countries; English (Second Language); Academic Ability; Second Language Learning; Second Language Instruction; Comparative Analysis; Computer Software; Task Analysis; Teaching Methods; Student Evaluation; South Korea + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mensch-Maschine-System; Künstliche Intelligenz; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Korea; Republik
Abstract	This study investigated the effect of Chatbot-Assisted Dynamic Assessment (CA-DA) on vocabulary learning and provided insights into learner abilities drawn from its implementation. Through the use of mediating chatbots, this study implemented DA to multiple learners simultaneously and provided each learner with human-like interaction. The chatbots were created using Google's Dialogflow. Fifty-three Korean EFL primary school learners who were confirmed to demonstrate the same range in vocabulary size participated in this study. They were randomly assigned to three groups: CA-DA, Chatbot-Assisted Non-Dynamic Assessment (CA-NDA), and a control. For two treatment sessions, the learners were asked to read texts and identify the meaning of underlined target words. The chatbots provided graduated assistance to learners in the CA-DA group and only target word definitions to learners in the CA-NDA group. The control group did not utilize chatbots. Two posttests (receptive and productive) were administered both immediately after and two weeks after the second treatment session. Interaction records between the chatbots and learners across the two treatment sessions were also collected. Posttest results showed that vocabulary gains in the CA-DA group were significantly higher than in the other groups. Analysis of interactions between the chatbots and learners for the CA-DA sessions provided detailed evidence of learner development. The findings suggest that CA-DA could not only promote vocabulary acquisition but could also offer diagnostic information about individual learners concerning vocabulary learning. This study also demonstrated the potential of chatbot technology to support language learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01