This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL). To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from 9 to 13, were enrolled in English lessons. A pre-test/posttest design was used to investigate the cognitive effects of the RALL approach on the students’ oral skills. No significant difference in the listening skill was found, but the speaking skills improved, with a large effect size at the significance level of 0.01.
Cite as: Lee, S., Noh, H., Lee, J., Lee, K., Lee, G.G. (2010) Cognitive effects of robot-assisted language learning on oral skills. Proc. Second Language Studies: Acquisition, Learning, Education and Technology (L2WS 2010), paper P1-11
@inproceedings{lee10_l2ws,
author={Sungjin Lee and Hyungjong Noh and Jonghoon Lee and Kyusong Lee and Gary Geunbae Lee},
title={{Cognitive effects of robot-assisted language learning on oral skills}},
year=2010,
booktitle={Proc. Second Language Studies: Acquisition, Learning, Education and Technology (L2WS 2010)},
pages={paper P1-11}
}