Una ricerca quali-quantitativa sul Portfolio europeo delle lingue con studenti universitari

Giulia Tardi

doi:10.30687/elle/2280-6792/2020/03/004

Abstract

This article presents a research study on the European Language Portfolio (ELP) that involved students attending a course in Didactics of Modern Languages at the University of Florence. The main objective of the course was to provide students with practical experiences on ELP with a view to merging ICT with language learning. The research method was based on both qualitative and quantitive aspects assessed through a survey collecting the participants’ views of aims, principles, and pedagogic function. This was intended to guide and support learners in the language learning process, also reporting the functions of ELP to record proficiency in languages.

Highlights

Francesca Mazzilli Chatbots for Action-Oriented Language LearningThe aim of this research is to investigate the impact and potential of non-educational chatbots for the enhancement of conflict-solving skills in the foreign language (L2) in an academic context
I will focus on the data resulting from the learners’ responses to the fourth section of the questionnaire, concerning the perception of Elbot’s role during the lesson
The questions pertain to the interactions with Elbot that the learners engaged in order to solve tasks 5-7

Summary

Introduction

Francesca Mazzilli Chatbots for Action-Oriented Language LearningThe aim of this research is to investigate the impact and potential of non-educational chatbots for the enhancement of conflict-solving skills in the foreign language (L2) in an academic context. Dealing with conflicts in a foreign language requires a punctual comprehension of the interaction structure, and the experimentation of several strategies and expressions in order to reach ideally a win-win situation (Heringer 2017, 232-41). This process is much more effective if the experimentation (a proper micro-training) takes place in a stress-free learning environment with non-judging interlocutors. It is difficult to simulate a conflict under such conditions with human partners, whereas chatbots (even non-educational ones) could contribute to offering an adequate experience for this specific learning goal

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Conclusion