Abstract
AbstractThis study investigated the impact of conversational agent formality on summary writing and self-efficacy in a conversation-based intelligent tutoring system. Conversational agents guided learners to learn summarization strategies in one of three conditions: a formal language, an informal language, and a mixed language condition. Results showed no significant difference in summary writing gains between groups, but learners in the informal language group achieved higher self-efficacy gains than learners in the formal language group when controlling for demographic attributes, years of English learning, prior perception of summary writing, and prior reading and summary writing proficiency. Results also indicated a negative association between self-efficacy gains and summary writing gains with a marginal significance. Implications are discussed for the design of conversational agents in the ITS.KeywordsConversational agentSummary writingSelf-efficacy
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