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

Divya Baranwal

doi:10.29333/pr/11553

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, (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 non-native speakers.

Highlights

Language is one of the essential foundations that fabricate international communication activities
The purpose of this study is to review the research articles and research papers and find out the role of teachable agents in English language learning embedded as supportive or facilitator, what kind of methodology and instruction have used, how the suggestions and recommendations have woven
A systematic empirical study has been conducted to find out the various role of TAs in English language learning

Summary

Introduction

Language is one of the essential foundations that fabricate international communication activities. English language skills involve listening, speaking, reading, and writing for their proficiency and communication (Grabe et al, 2002). Due to the high demand for learning a language for non-native speakers, students face obstacles to learning English (Desselle, 2019) and limited opportunities (Lan et al, 2020). The transformation of teaching-learning should occur as chalk-talk traditional is inadequate in the technology era (Susikaran, 2013), and another important aspect is teaching instruction to facilitate language learning (Ahmadi, 2017). Various studies asserted that technology had become an integral part for teachers (Barreto, 2018; Tazhibayeva, 2015) to facilitate learners (Ahmadi, 2018), motivate them, provide unlimited teaching-learning resources (Larsen et al, 2011), transform the language teaching method (Pourhossein Gilakjani, 2017; Solanki & Shyamlee1, 2012)

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