Impact of a Robot and Tangible Object (R&T) Integrated Learning System on Elementary EFL Learners' English Pronunciation and Willingness to Communicate

Autor/inn/en	Wen-Min Hsieh; Hui-Chin Yeh; Nian-Shing Chen
Titel	Impact of a Robot and Tangible Object (R&T) Integrated Learning System on Elementary EFL Learners' English Pronunciation and Willingness to Communicate
Quelle	In: Computer Assisted Language Learning, 38 (2025) 4, S. 773-798 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Wen-Min Hsieh) ORCID (Hui-Chin Yeh) ORCID (Nian-Shing Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2023.2228357
Schlagwörter	Forschungsbericht; English (Second Language); Second Language Learning; Second Language Instruction; Task Analysis; Robotics; Pronunciation Instruction; Language Usage; Handheld Devices; Telecommunications; Language Tests; Video Technology; Help Seeking; Instructional Design; Elementary School Students; Student Attitudes; Communication (Thought Transfer); Summer Programs; Foreign Countries; Intelligent Tutoring Systems; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aufgabenanalyse; Robotertechnik; Ausspracheübung; Sprachgebrauch; Telekommunikationstechnik; Language test; Sprachtest; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Communication; thought; Kommunikation; Gedanke; Sommerkurs; Ausland; Intelligentes Tutorsystem
Abstract	Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners' pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner's English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students' interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08