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Different Chat Modes of a Chatbot and EFL Students’ Writing Skills Development

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The purpose of this study was to investigate the relationship between different chat modes of a chatbot and EFL writing. 46 Korean students, with intermediate-level of proficiency, participated in the current study. Over the 10-week experiment, all participants were divided into two groups and they joined in interactive communications for ten minutes every day with two different chat modes - text-chat and voice-chat - of a chatbot. Based on TOEIC writing tests, pre- and post-writing tests were administered with two task types: descriptive writing and argumentative writing. In order to further compare these group's differences in affective factors, a questionnaire-based survey was conducted to measure the affective factors in regard to self-esteem, self-perception, and interest. T-test and ANCOVA results displayed that engaging in both text-chat and voice-chat, with a chatbot, was beneficial. In descriptive writing, the voice-chat group outperformed the text-chat group. However, in argumentative writing, the text-chat group performed better than the voice-chat group. In terms of the affective factors, participants in the text-chat group responded more positively to self-perception than did the voice-chat group. Whereas, the voice-chat group showed more interest than did the text-chat group. Based on these results, both pedagogical implications and suggestions are made.

Abstract

The purpose of this study was to investigate the relationship between different chat modes of a chatbot and EFL writing. 46 Korean students, with intermediate-level of proficiency, participated in the current study. Over the 10-week experiment, all participants were divided into two groups and they joined in interactive communications for ten minutes every day with two different chat modes - text-chat and voice-chat - of a chatbot. Based on TOEIC writing tests, pre- and post-writing tests were administered with two task types: descriptive writing and argumentative writing. In order to further compare these group's differences in affective factors, a questionnaire-based survey was conducted to measure the affective factors in regard to self-esteem, self-perception, and interest. T-test and ANCOVA results displayed that engaging in both text-chat and voice-chat, with a chatbot, was beneficial. In descriptive writing, the voice-chat group outperformed the text-chat group. However, in argumentative writing, the text-chat group performed better than the voice-chat group. In terms of the affective factors, participants in the text-chat group responded more positively to self-perception than did the voice-chat group. Whereas, the voice-chat group showed more interest than did the text-chat group. Based on these results, both pedagogical implications and suggestions are made.

참고문헌 (46)

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