It is widely acknowledged that technology, particularly artificial intelligence (AI), presents innovative opportunities for improving English language learning skills. However, little is known about the impact of AI-mediated activities on learners' speaking skills. This study, therefore, aimed to examine the impact of an artificial intelligence platform on English as a foreign language (EFL) learners' speaking skills, including speaking fluency and coherence, lexicon, grammatical range and accuracy, and pronunciation, and willingness to communicate (WTC). EFL learners' attitudes and perceptions towards AI-mediated speaking activities were also qualitatively explored. Thirty-three EFL learners were randomly assigned to an experimental group (AI group) and 32 EFL learners were placed in a control group (face-to-face group). The participants in the AI group engaged in AI-mediated interactive speaking activities using Andy English Chatbot, whilst the face-to-face group engaged in conventional peer-interaction speaking activities. Moreover, IELTS speaking skill tests and a WTC scale were applied to collect the quantitative data followed by an individual semi-structured interview in the qualitative phase. The results indicated that AI-mediated interactive speaking activities were more effective in improving EFL learners' speaking skills and WTC. Moreover, the learners had positive attitudes and perceptions towards the AI-mediated speaking instruction. The study provides valuable insights for language educators and researchers regarding technology-mediated instruction in language classrooms. 

Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions

Effect of chatbot-assisted language learning: A meta-analysis

ChatGPT, a revolutionary online application, has caused significant concern in the education sector. Being among the most heavily dependent on writing tests, foreign language teachers were among the most concerned, and their anxiety was impacted by media attention to the chatbot’s much-hyped functionality. Learning using chatbots is a significant technological invention that bridges the gap between technology and education. The purpose of this research was to investigate how AI chatbots improved students’ motivation to learn English writing. The quasi-experiment was conducted on 73 college students. The results show that AI chatbot-based learning enhances the development of students’ motivation for learning English writing. AI chatbots can provide more detailed and comprehensive feedback to students than a teacher might be able to provide on their own. This can help students better understand their strengths and weaknesses and make more targeted improvements. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom. 

The Impact of AI Chatbot-Based Learning on Students' Motivation in English Writing Classroom

The purposes of this study are to examine what type of errors students make more between form-based and meaning-based errors, as well as to investigate in which error categories Korean learners frequently make errors and mistakes. In three studies, 264 essays from 42 subjects who were at a Korean university were collected. This study adopted error correction symbols by Harmer (2007) to analyze error categories simply and easily. The results indicated that form-based errors (91%) were generally reported much more than meaning-based errors (9%) by both the teacher’s and students’ review. In contrast, although students had different situations in three studies (e.g., a case study, two sample studies), the results were not much different: learners frequently made errors with the article and grammar categories. In English as foreign language (EFL) environments, interactions via peer-review feedback have been considered as profitable tools; however, teacher-review feedback is still required to facilitate students’ second/foreign language (L2) development. These findings suggest that students will develop the quality as well as the accuracy of their writing when they recognize the most frequent error categories in their L2 writing.

/pdf/types-of-errors-in-college-students-l2-writing-in-efl-1yv4lvno7n.pdf

Types of Errors in College Students' L2 Writing in EFL Environments.

English as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for...

Peer Feedback Using Blended Learning in L2 Writing at the University Level

This study explores whether multimedia glossing, particularly dictionary definition glossing, can influence the second language learners' vocabulary learning, vocabulary short-term retention and reading comprehension. The data was collected from 26 university students. An expository text was divided into two sections (text A & B) annotated with 14 glossed words and no glossed words for each section. The participants were to take three vocabulary tests including a retention test, and a reading comprehension test. All scores were submitted to paired samples t-tests, and the results showed that the mean scores of glossing texts were mostly higher than no-glossing texts. Significant differences were found in the post vocabulary test for matching English definitions in both texts, and the vocabulary retention test (Korean definition) for Text A. However, no statistical difference was found in reading comprehension for both texts, which led to some limitations as well as indications of likely directions for the future research. (152 words)

Facilitating Effect of Online Dictionary Glossing on Vocabulary Learning and Reading Comprehension for EFL Learners

This study explores the differences between EFL students' peer feedback patterns using two different CMC modes, synchronous mode (chatting) and asynchronous mode (bulletin board) in Korean EFL writing classes. After writing the first draft of an argumentative essay, 20 participants received their feedback by bulletin board and 18 received theirs through chatting. Participants' attitudes towards peer feedback using either chatting or bulletin board were investigated through the questionnaire. Peer feedback editing texts of chatting and bulletin board were quantitatively and qualitatively analyzed. The results show that the participants who were grouped in the bulletin board class provided larger amount of peer feedback than the chatting class in terms of frequency. Various peer feedback patterns were identified to indicate the clear distinction from the chatting and the bulletin board. As for the questionnaire, most participants found peer feedback useful regardless of using either chatting or bulletin boards. The findings of this study support that both CMC tools helped the need and effectiveness of peer feedback in EFL writing environment.

A Study of Peer Feedback Patterns in CMC Modes on Korean EFL Students

This study explored the effective use of blended peer feedback modes (Synchronous Computer-Mediated Communication: SCMC and Asynchronous Computer-Mediated Communication: ACMC) and types (grammar and content feedback) in different writing stages. The participants were thirty-three university students enrolled in an English writing class. They were assigned to eleven peer feedback groups and instructed to write an explanatory essay, provide blended peer feedback, and revise the first drafts based on the peer feedback. Four research aims were as follows: 1) the quantity and quality of discourse functions generated from both chat scripts (SCMC) and bulletin board files (ACMC), 2) implementation of peer feedback, 3) writing improvements between the first drafts and the final versions and 4) the participants` perspectives on the overall peer feedback process. Findings showed that discourse functions were generated more from SCMC used feedback than that of ACMC. More than 80% of the given feedback were incorporated and revised. Moreover, significant difference was found in the writing improvements. Lastly, the participants generally liked peer feedback sessions and they felt it was beneficial in improving their essay quality. Pedagogical implications of the blended peer feedback process are discussed.

Effects of Blended Peer Feedback Modes on Learners’ Writing Performance and Perspectives

The purpose of this study is to examine the participants` perspectives on online and blended learning, and how two different learning methods can benefit participants` active involvement in offline classes. 81 university students enrolled in general English classes participated in the study. These particular classes were taught with a popular English reading textbook. Specially designed online practice site included additional readings with various types of activities and exercises which were provided in order to enhance students` ability in English. In the study, two different learning methods, previewing and reviewing were adopted for both classes to determine which learning method can be more beneficial in helping them participate and engage more in offline classes. For the measurement, three questionnaires were administered and records of online exercises were presented to demonstrate students` learning process throughout the semester. The results indicated that the participants were not keen on adopting online learning at the beginning of the semester, but gradually, they were quite satisfied with the blended learning. Regarding the two learning methods, there were mixed results. Pedagogical implications of implementing more effective blended learning methods and the future research are discussed.

Learners’ Perspectives and Use of Different Learning Methods on Blended Learning in English Classes

This study investigates the effects of two types of pre-reading activities(vocabulary pre-teaching, and pre-questioning with YouTube) on reading comprehension. Participants consisted of 73 students enrolled in a General English course at a university in 2016. They were assigned into one of two groups: a vocabulary pre-teaching group and a pre-questioning with YouTube group. Both groups were taught with the same textbook and instructed to perform each pre-reading activity. To measure the effects of each pre-reading activity, both groups read the same passage and carried out two different pre-reading activities. A reading comprehension test was administered before and after the treatment, and a questionnaire was conducted to explore the participants` attitudes toward the pre-reading activities. According to the statistical analysis of the data, both pre-reading activities proved to be a useful tool in facilitating participants` reading comprehension. Moreover, both groups (vocabulary pre-teaching, and pre-questioning with YouTube) did not show any significant differences between the groups, including their proficiency levels. Regarding the students` attitudes, feedback varied between the two pre-reading activities. The results also revealed that the group with YouTube videos were highly satisfied with the pre-reading activity. Pedagogical implications and suggestions for future studies follow.

A Comparative Study of Pre-reading Activities on University Students' Reading Comprehension: Learning Vocabulary vs. Watching YouTube

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Yoon jung Cha

Author Tools

Chat about Author