A case study of using Alexa for out-of-class, self-directed Japanese language learning

Abstract

Intelligent personal assistants, otherwise known as virtual assistants, are artificial intelligence-powered conversational agents that utilize machine learning to understand and appropriately respond to user requests. In recent years, research interest on the use of this emerging technology for foreign language learning has increased. Several studies have examined the use of intelligent personal assistants for English as a foreign language learning. However, no study has studied intelligent personal assistants in the context of a non-English foreign language. Thus, this case study addressed this gap in the research by investigating the out-of-class, self-directed use of the intelligent personal assistant, Alexa, among six Japanese as a second language learners. The primary aim of the study was to better understand the experiences and perceptions of these learners when interacting with Alexa in the target language. According to an analysis of the participants’ usage history, it was found that the intelligent personal assistant could understand over 80% of the learners’ commands. When faced with a communication difficulty, the learners most often resorted to an abandonment of the previously misunderstood command, with rephrase and repeat strategies being used far less frequently. Concerning the learners’ opinions towards Alexa for autonomous foreign language learning, views were mostly positive. Namely, they believed interaction with Alexa was fun and supported their Japanese development. These results demonstrate that intelligent personal assistants have the potential to be a useful technology for self-directed foreign language learning for languages besides English.