Language Learning Tool Research Articles

Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective

ABSTRACT This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom.

AI for Language Learning: Friend or Foe?

This is a study of the implementation of artificial intelligence (AI), especially in language learning and teaching, especially in the 2021 stages. AI has taken significant roles in learning activities that focus on student-centered learning, namely the customization of the learning speed, direct feedback, and assessment which have benefited their intended users. It has also addressed language learning-teaching challenges, including pronunciation, vocabulary, grammar, cultural differences, and motivation. However, some issues need to be addressed and regulated to ensure the safe and effective use: privacy and security of the user, technical expertise, bias, cultural sensitivity, a lack of human interaction, ethical considerations, and over-reliance on technology. Furthermore, the benefits and limitations have yet to be determined based on their dominance or balance: On one side, AI enables the learners to decide how they want to learn, while the instructors have a virtual assistant to construct curricula, materials, and assessments. On the other hand, its impact on the students in general in other learning aspects must also be considered. Therefore, it is essential to investigate further its effectiveness in how One approach is to integrate AI-based language learning tools with traditional language instruction, providing learners with a comprehensive and balanced language learning experience. For example, AI-based tools can provide learners targeted instruction and feedback on specific aspects of language use. In contrast, traditional language instruction can provide learners with opportunities for authentic language use and interaction with native speakers and peers (Lambelet & Chassot, 2019). Keywords: AI, Foreign Language Learning, Student-centered Learning

Sentiment Analysis on 'HelloTalk' App Reviews Using NRC Emotion Lexicon and GoEmotions Dataset

During the post-pandemic period, the interest in foreign language learning surged, leading to increased usage of language-learning apps. With the rising demand for these apps, analyzing app reviews becomes essential, as they provide valuable insights into user experiences and suggestions for improvement. This research focuses on extracting insights into users' opinions, sentiments, and overall satisfaction from reviews of HelloTalk, one of the most renowned language-learning apps. We employed topic modeling and emotion analysis approaches to analyze reviews collected from the Google Play Store. Several experiments were conducted to evaluate the performance of sentiment classification models with different settings. In addition, we identified dominant emotions and topics within the app reviews using feature importance analysis. The experimental results show that the Random Forest model with topics and emotions outperforms other approaches in accuracy, recall, and F1 score. The findings reveal that topics emphasizing language learning and community interactions, as well as the use of language learning tools and the learning experience, are prominent. Moreover, the emotions of 'admiration' and 'annoyance' emerge as significant factors across all models. This research highlights that incorporating emotion scores into the model and utilizing a broader range of emotion labels enhances model performance.

Online Paraphrasing Tools in Language Learning: Students’ Perceptions to Overcome the Difficulties in Academic Writing

Online Paraphrasing Tools in Language Learning: Students’ Perceptions to Overcome the Difficulties in Academic Writing

Exploring the Potential of Video Games in Enhancing Language Learning

In the past few years, computer games have become popular as immersive language learning tools which help students to improve their language skills. This paper seeks to find out if video games can be used to improve language learning and to see the positive aspects of video games for this task. The participant for this research is based on 58 participants who had taken an English language class at a university in Johor; from which eight volunteers were selected for the interview. In our study we used mixed-method approach, and a survey was carried out by asking students questions about their general perceptions of the usage of video games for learning in the English language as well as getting to know challenges that students are facing while using these games to practice the language. Overall, they had a positive attitude towards video games in an educational environment. The findings highlight the significance of putting technology integration into education since online video games are a very convenient tool in stimulating their active participation learning English and communicative diversity.

A machine learning-driven web application for sign language learning.

Addressing the increasing demand for accessible sign language learning tools, this paper introduces an innovative Machine Learning-Driven Web Application dedicated to Sign Language Learning. This web application represents a significant advancement in sign language education. Unlike traditional approaches, the application's unique methodology involves assigning users different words to spell. Users are tasked with signing each letter of the word, earning a point upon correctly signing the entire word. The paper delves into the development, features, and the machine learning framework underlying the application. Developed using HTML, CSS, JavaScript, and Flask, the web application seamlessly accesses the user's webcam for a live video feed, displaying the model's predictions on-screen to facilitate interactive practice sessions. The primary aim is to provide a learning platform for those who are not familiar with sign language, offering them the opportunity to acquire this essential skill and fostering inclusivity in the digital age.

Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten

Māori and Pacific learners in Aotearoa New Zealand have been identified as ‘priority learners’ by the Ministry of Education. The ‘Pacific picturebook project’ is ongoing research focussed on picturebooks selected to support the languages, cultures, and identities of Pacific learners in keeping with our government, Teaching Council and Ministry of Education expectations. This phase of the research was located in a kindergarten where teachers and children identify as Māori, Pākehā and from several Pacific Island nations. Teachers shared a selection of Pacific picturebooks with the children and recorded their own and the children’s responses to them over a kindergarten term. Thematic analysis of data showed that Pacific picturebooks were significant pedagogical tools for language learning, to support identity, and to contribute to the kindergarten’s emergent and localised curriculum. These findings clearly illustrate what pedagogy looks like when it is entrenched in key documents relevant to early learning in this country.

Enriching Grammatical Understanding of Using Japanese Part of Speech in Dokkai Learning with the AI-Powered Oyomi Application

This research focuses on the impact of the Oyomi application on the comprehension of Japanese word classes (part of speech) and sentence structures. The primary issue addressed is the need for efficient and effective language learning tools. The objective is to explore the role of artificial intelligence (AI) within the application in enhancing Dokkai learning. The methodology encompasses a comprehensive analysis of the two principal features contributing to Dokkai learning, the utilization of AI technologies, and a comparison between traditional learning vs AI-powered mobile learning methods. Data collection involved simple linear regression statistical analysis using an F-test and correlation coefficient to gauge the relationship between the usage of the AI-powered Oyomi application and the comprehension of word classes in Dokkai learning. The F test results of 0.01 < 0.05 indicate a significant contribution and a correlation coefficient of 0.8 means the strength of the relationship is very strong. These findings show that AI, when integrated into language learning applications like Oyomi, can provide a more efficient and effective learning experience, especially in Japanese reading comprehension.

AI-Assisted English Language Learning for Cross-Cultural Medical Education in Multilingual Settings

In the interconnected world of global healthcare, proficiency in the English language serves as a crucial cornerstone for medical professionals as it facilitates access to a vast wealth of knowledge, collaborative research, and international dialogue. However, the challenge of developing not only linguistic proficiency but also cross-cultural competence within multilingual medical settings remains a significant challenge. This article investigates the innovative potential of artificial intelligence (AI) in transcending these barriers through AI-assisted English language learning, aimed at enriching cross-cultural medical education. It underscores the critical role of English in medical academia and practice by highlighting the consequential divide that language barriers can impose on non-native English speakers. Furthermore, it investigates the nuances of cross-cultural communication within healthcare by emphasizing the necessity for cultural competence amongst healthcare professionals to ensure comprehensive patient care across diverse cultural backgrounds. The investigation extends into an analysis of current AI technologies in language learning, evaluating their capacity to offer personalized, immersive learning experiences that go beyond mere linguistic acquisition to include cultural nuances and medical terminologies. Through an examination of case studies, the article presents successful integrations of AI-assisted language learning tools in medical education. And also, it illustrates their impact on improving English proficiency, cultural awareness, and ultimately, patient care in multilingual environments. Similarly, this article argues for a more inclusive approach to medical education. It proposes the utilization of AI technology, envisioning a future where AI-assisted English language learning becomes an integral component of medical curricula. This approach aims to foster a generation of healthcare professionals equipped with both the linguistic skills and cultural sensitivities required to negotiate the complexities of global healthcare.

Teaching and Learning English in the Digital Era: Opportunities and Challenges

This paper examines the opportunities, challenges, and perspectives of teaching and learning English in the digital era. With the rapid advancement of technology and its integration into educational settings, English language instruction has experienced significant transformations. The paper explores the potential benefits of digital tools and platforms in language learning while also addressing the challenges in the digital language classroom. Based on a review of previous studies and a comprehensive analysis, it further discusses the evolving roles of teachers and learners in this digital landscape and presents strategies for effective implementation and utilization of technology in English language education. The findings offer to share expertise, disseminate the lessons learned, and recommend best practices collected from scholarship. Sustainable solutions to specific problems and perspectives to cope with future challenges have been proposed with the recommendation of effective systems such as Computer Assisted Language Learning (CALL), Mobile Phone Assisted Language Learning (MPALL) and other sophisticated tools that fit some specific situations.

Analisis Penggunaan Media Pembelajaran Berbasis Media Visual Terhadap Hasil Belajar Bahasa Indonesia Siswa

The focus of this research is to investigate the influence of visual learning media on students' Indonesian language learning outcomes. The aim is to reveal the use of YouTube as an Indonesian language learning tool, explore students' perceptions of using Kahoot (a game-based learning application), describe the impact of using Quizizz on student motivation and learning outcomes, and analyze the e-learning learning process via the Edmodo platform in subjects Indonesian. It is also believed that the use of this media can increase students' interest in reading and stimulate the development of their ideas. With stimulated ideas, students' thinking abilities, especially higher level thinking, can be improved directly. In this rapidly developing era, the role of teachers is increasingly vital in the world of education. They are expected to actively develop insight and skills, including in the use of learning media. Visual media is an effective tool in learning, helping students understand the material better. Therefore, it is important for teachers to continue to innovate in creating learning media that suits the needs of the subjects being taught, in order to increase learning effectiveness and student engagement.

Hey <i>Google</i>, Let’s Write

Writing involves more than attention to form (e.g., orthography, grammar), since it requires attention to text type, content, and genre. However, most students of English as a second language (L2) tend to prioritize linguistic accuracy in their writing, to the detriment of the content of their texts. Automatic speech recognition (ASR) has the potential to mitigate this, as it reduces the cognitive burden of writing by facilitating the text input process (using a skill most humans possess—speaking), offering assistance in spelling, and allowing a focus on other aspects of the task (e.g., cohesion, content). Automatic speech recognition is not only accessible and free, but it also fulfills Chapelle’s (2001) criteria of an effective computer-assisted language learning tool (e.g., authenticity, learner fit). Despite these affordances, there is a dearth of studies examining the possible affordances of ASR for writing. This mixed methods, one-shot study examines L2 writers’ perceptions of using ASR to write using the technology acceptance model (TAM). Seventeen (N = 17) undergraduate students at a Canadian university were provided with training on Google Voice Typing (Google Docs) and carried out a series of ASR-based writing tasks over a two-hour period. In order to measure their perceptions of the target criteria, participants filled in a TAM-informed survey consisting of statements about their experience with ASR scored on a 7-point Likert scale. To further explore the participants’ perceptions, semi-structured interviews followed. Findings indicate positive perceptions of ASR’s usefulness in terms of language learning and its ease of use due to the user-friendly voice commands. This suggests that ASR has pedagogical potential, thus requiring further examination to determine its optimal use for L2 writing.

The Case of Using Instagram as a Mobile-Assisted Language Learning Tool in a Polytechnic Undergraduate English Class

Objective: The teaching-learning of English as a foreign language process is not a simple task to develop. Teachers look for different ways to attract and engage students in their classes. One of those ways include using various mobile phones applications to take advantage of students' everyday uses of these devices. Instagram is one of the most popular mobile applications and the focus of this research. Therefore, this investigation aimed to measure the effectiveness of using Instagram as a tool for learning English. Methods: A mixed-methods design was chosen for this paper. A survey, pretest-posttest, and semi-structured interviews were the chosen data collection tools. Descriptive analysis was used on the survey, the pretests and post-tests were analyzed using a paired T-test, and the interviews followed a general inductive approach. Results: The descriptive analysis of students' responses to the survey shows that learners have a positive attitude toward using Instagram to learn English (M=3.38, SD=1.084). Results of the Paired T-test showed there is a significant difference between Before (M=70.4, SD=13.1) and After (M=74, SD=12.1), t(126)=2.4, P=0.017. Also, informants mentioned that using Instagram to post tutorials was good for them. Conclusion: The intervention was successfully adopted as the analysis revealed a significant difference between the pretest and post-test. Also, participants explained that they have found using Instagram positive for their English language development.

Mainstreaming Slow Pace Learners Through Mobile Assisted Language Learning: A Case of Bengali Primary Level Students with Dyslexia

Every child has the right of taking education. The rights of having education of the children who have learning disabilities come forward in recent decades. The main aim of this thesis was to explore how Mobile assisted language learning tools can help the dyslexic children in mainstreaming education. Towards attaining the broad objectives, the study has also focused on some relevant objectives such as, to assist students with dyslexia in mainstreaming by focusing on phonological, morphological, and syntactical awareness, introducing dyslexic students to a multi-sensory learning system, to propose a focused device to assist dyslexic students in dealing with phoneme-grapheme harmonization, which are crucial in reading, to identify the perceptions about dyslexia among parents and teachers. Qualitative study was applied for this study where five dyslexic students were played main role as sample. Moreover, four teachers and five parents have also a role of assisting sample. The study was conducted from a Government Primary School in Dhaka, Bangladesh. The study showed that children having dyslexia have more difficulties in reading the voiced sounds, multisyllabic words, rhyming sentences. Furthermore, they have problems of sentence repetition, naming and timing knowledge. The study also demonstrated that parents and teachers play very negative role with these children that causes them to demotivate in terms of going school regularly. The major findings of the study showed that mobile assisted language learning tools help these dyslexic students to develop their skills in a tremendous way. The main reason is that they can hear a sound or word as many times possible as they want compared to the classroom where they have not the opportunity to ask several times. After using the tools, they felt more motivated and encouraged and most importantly they started enjoying their learning. Though government and many organizations have taken many activities to promote mainstreaming education, the opportunity of mainstreaming the dyslexic students is yet to develop.

Under the Vision of Situated Learning: Analysing the Influence of Educational Video Games on English Vocabulary Retention in Chinese Childrens Second Language Acquisition

This study will analyze the influence of educational video games on English vocabulary retention in Chinese childrens second language acquisition. This study base on the situated learning theory and the ABC reading which is both mobile and web-based is adopted as educational game in this research. This experiment takes the Chinese primary school students with an average age of 9-10 years old as experimental subjects, and set three groups of these Chinese students including the control group. By comparing the amounts of words they can remember at different times after learning, researchers can judge whether the educational video games have any influence on students' language learning. Through the experiment, We hypothesis that the video games will have a positive effect on childrens second language learning acquisition. On this basis, video games can be used as tools for language learning to provide more effective learning methods during the process of studying.

Investigating Mobile-Assisted Language Learning Apps: Babbel, Memrise, and Duolingo as a Case Study

The market for mobile-assisted language learning (MALL) apps has experienced remarkable growth in recent years, with many learners now relying on these apps to learn languages. However, research on the effectiveness of such language learning tools remains scant. In this study, we provide an adapted app evaluation rubric to fill the gap in the literature. We evaluate three selected apps based on the standards of design, content, and pedagogy, aiming to offer teachers and learners tools and tips for selecting effective language learning apps. We employ qualitative content analysis to examine Babbel, Memrise, and Duolingo. We first analyze the selected apps based on direct contact and then evaluate them using an app evaluation tool adapted for this purpose. The findings show that although they target language learners in general and can help in simply learning basic and intermediate language, MALL apps also offer many features that are beneficial for learners, mainly regarding offline functions, app support, learning goals, learning activities, and gamification. Finally, we propose implications of such results and put forward recommendations for future research.

Exploring the Impact of Social Media on English Language Learning: Opportunities and Challenges

This study seeks to elaborate on the influence that social media presents in the learning of the English language in Pakistan, together with the opportunities and challenges influenced by the phenomenon. The research object was to understand how media in Pakistan influence educational dynamics and language development within everyday life. The growing dominion of the English language as the lingua franca of the world would, therefore, make educators and policymakers understand the role that social media plays as host for language learning. The data collection method for this study was therefore done through a mixed-method approach across Pakistan with 30 participants from different linguistic and cultural backgrounds. Methods to use social media and keeping users engaged with English content were studied and presented as an effective tool for the most recent method of upgrading language skills. Finding out from our respondents further reiterated this, as a good number of them (97%) found social media helpful in improving their English language through substantial involvement with content in English and gains made in vocabulary and grammar. Quality of language, however, remains a persistent challenge amid informal styles of communication. In other words, the study suggests that while social media is an effective supplementary tool for language learning, yet at the same time, it should be used with a degree of caution within formal educational frameworks to optimise the benefits. It is precisely this research, then, that highlights strategies that could fully exploit such an educational potential while mitigating social media's weaknesses to improve English language education in Pakistan and other similar settings.

Education runs quickly violence runs slowly: An analysis of closed captioning speed and reading level in children’s television franchises

Closed captioning is a great example of how efforts in technological equity can benefit all, as closed captioning has become a common tool in childhood literacy and new language learning for adults. In comparison to traditional print reading forms closed captioning is in its infancy. Popular methodologies for assessing reading level of text were invented before closed captioning existed. This study is an investigates an aspect of closed captioning that has historically received less attention, the content and reading level of the closed captions. While considerable research attention has been given to the role of speed in relation to reading comprehension of closed captioning, less attention has been given to specific analysis of closed captioning content. This study analyzed closed captioning text extracted from 337 episodes of popular children’s television shows through the lens of content and reading level analysis using both traditional literacy tools and tools for analysis of closed captions. The goal was to provide insight for language teachers, parents of deaf children, and other relevant practitioners to make more informed and equitable decisions about children’s programming. The 21 shows sampled displayed clear patterns based on genres and age. The data also provided insight into methodological assessment differences between closed captioning and traditional print forms.

English Speaking Skill through Rosetta Stone Application at Junior High School: Students’ Voices

This study aims to explore the impact of utilizing the Rosetta stone application as a means to improve English speaking skills among second-grade junior high school students. The study employs a qualitative case study approach and data content analysis to delve deeply into the experiences and perceptions of the students regarding their English-speaking skill development through the application. Using a modified questionnaire and depth interviews, the researcher collected data through share the questionnaires to 34 students and interviews conducted with three participants. The results reveal that the majority of students express positive perceptions about the application's impact on English speaking abilities, citing improvements in confidence, vocabulary, accent, and overall learning experience. Overall, these findings underline the dynamic nature of language learning and the potential for continuous improvement in educational technology through targeted enhancements and further empirical exploration. These findings underscore the effectiveness of integrating technology like Rosetta Stone in language learning environments, offering diverse speaking practice opportunities, immersive learning experiences, and targeted feedback that contribute to overall language proficiency. The findings of this study could be useful for language learners who are seeking to improve their language skills as well as for educators and developers who are interested in creating effective language learning tools.

Una propuesta para usar Duolingo en la enseñanza de vocabulario en inglés a estudiantes de quinto grado en la Unidad Educativa Rumiñahui

Learning English can be challenging for students in rural areas due to limited access to educational resources. Technology has emerged as a solution to this problem, providing students with easy access to English language learning tools such as Duolingo, which can be downloaded on any device. This app can help students improve their English vocabulary and overall learning process. The aim of this study is to explore how useful Duolingo is in teaching English vocabulary as a foreign language to fifth-grade students at Unidad Educativa ‘‘Rumiñahui’’. An explanatory mixed method design was established by using a pre-test vocabulary and a structured interview with a convenience sample of learners based on their availability. Furthermore, the results obtained from the interviews were assembled using triangulation and discourse analysis, and then combined with the data gathered through the pre-test since this instrument greatly helped to classify the most relevant information for each aspect, as noted by Sayago (2014). Indeed, the data collected has been evidently positive since learners showed how practical and beneficial would the idea to use Duolingo be when they learn English.