Development of an AI Chatbot-Based Teaching Model for English Picture Book Retelling Activities
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The aim of this study was to develop and apply an AI chatbot-based teaching model for English picture book retelling activities in elementary schools. Participants were 18 students of the 5th grade who performed the retelling activity with three English picture books. AI chatbots were built with Google Dialogflow API. The criteria for building them were developed based on previous studies. Results are as follows. First, the model was composed of two lesson periods. In the first period, learners read the story together and checked their comprehension. In the next period, a teacher modelled retelling to students and the AI chatbots mediated learners’ retelling by asking questions. Finally, learners independently retold the story. Second, the criteria consisted of linguistic and affective perspectives, with four elements for each. Finally, students’ productions showed that the design of the chatbots’ prompts and scaffoldings partially affected students’ production. Moreover, the chatbots’ utterances should be sophisticatedly designed according to learners’ levels to gradually elicit their productions. This study suggests that integrating AI chatbots into classrooms can mediate young learners’ story retelling to partially support instructors who teach English reading skills in regular classes.
Abstract
The aim of this study was to develop and apply an AI chatbot-based teaching model for English picture book retelling activities in elementary schools. Participants were 18 students of the 5th grade who performed the retelling activity with three English picture books. AI chatbots were built with Google Dialogflow API. The criteria for building them were developed based on previous studies. Results are as follows. First, the model was composed of two lesson periods. In the first period, learners read the story together and checked their comprehension. In the next period, a teacher modelled retelling to students and the AI chatbots mediated learners’ retelling by asking questions. Finally, learners independently retold the story. Second, the criteria consisted of linguistic and affective perspectives, with four elements for each. Finally, students’ productions showed that the design of the chatbots’ prompts and scaffoldings partially affected students’ production. Moreover, the chatbots’ utterances should be sophisticatedly designed according to learners’ levels to gradually elicit their productions. This study suggests that integrating AI chatbots into classrooms can mediate young learners’ story retelling to partially support instructors who teach English reading skills in regular classes.
참고문헌 (50)
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