본문 바로가기
KERD
논문KCI 등재

Introduction to Popular Mobile Chatbot Platforms for English Learning: Trends and Issues

정숙경
영상영어교육학회 (The Society For Teaching English Through Media)|2019.05|영상영어교육 (Journal of English Teaching through Movies and Media)|제20권 제2호|pp. 67-90|DOI 10.16875/stem.2019.20.2.67

1

조회

0

다운로드

10

인용

0

참고문헌

키워드

mobile learningchatbotartificial learning
주제분류영어와문학

초록

The implementation of mobile learning has been popular in educational contexts due to the rapid development of technology and easy access to applications of high quality. Due to the rise of AI technology, adaptive learning for individual learners is now a possibility and chatbot programs that can ‘chat’ with a human user in natural language in mobile applications are one facet of this. Chatbot-based language learning programs potentially represent a supplementary language learning tool for learners who want to utilize the target language in authentic contexts. However, in order to make full use of such tools, users must be capable of incorporating autonomous learning outside the classroom and an important task for language teachers is how to promote such autonomous learning. With this goal in mind, four popular mobile chatbot platforms for English learning; Duolingo, Mondly, Andy English Bot, and Memrise are reviewed. An analysis of the teaching method of each chatbot program and the presumed levels of target learners is presented and the programs’ strengths and weaknesses are compared. The limits and capacity of these programs as language tutors are discussed in connection with autonomous language learning. This analysis suggests the further research on how these chatbot platforms can address needs of Korean learners.

Abstract

The implementation of mobile learning has been popular in educational contexts due to the rapid development of technology and easy access to applications of high quality. Due to the rise of AI technology, adaptive learning for individual learners is now a possibility and chatbot programs that can ‘chat’ with a human user in natural language in mobile applications are one facet of this. Chatbot-based language learning programs potentially represent a supplementary language learning tool for learners who want to utilize the target language in authentic contexts. However, in order to make full use of such tools, users must be capable of incorporating autonomous learning outside the classroom and an important task for language teachers is how to promote such autonomous learning. With this goal in mind, four popular mobile chatbot platforms for English learning; Duolingo, Mondly, Andy English Bot, and Memrise are reviewed. An analysis of the teaching method of each chatbot program and the presumed levels of target learners is presented and the programs’ strengths and weaknesses are compared. The limits and capacity of these programs as language tutors are discussed in connection with autonomous language learning. This analysis suggests the further research on how these chatbot platforms can address needs of Korean learners.

참고문헌 (41)

  1. A comparison between Alice and Elizabeth chatbot systems, "Abu Shawar, B.", School of Computing, University of Leeds, ~ (2002)
  2. "Fostering language learner autonomy through adaptive conversation tutors" (2007)[URL]
  3. Abu Shawar, B., "Chatbots: Are they really useful?", LDV-Forum Journal for Computational Linguistics and Language Technology, 22(1), pp.31~50 (2007)
  4. "A.L.I.C.E AI foundation" (2002)[URL]
  5. Benson, P., "Autonomy in language teaching and learning", Language Teaching, 40(1), pp.21~40 (2006)
  6. "Andy/learn English: Practice English chatbot review" (2016)[URL]
  7. Brennan, K., "The managed teacher: Emotional labor, education, and technology", Educational Insights, 10(2), pp.55~65 (2006)
  8. Burston, J., "MALL : The pedagogical challenges", Computer Assisted Language Learning, 27(4), pp.344~357 (2014)
  9. "The learning chatbot" (2006)[URL]
  10. "In Wikipedia"[URL]
  11. "Best language learning apps comparison: Reji vs Memrise vs Duolingo" (2018)[URL]
  12. Cliff, D., "Leeds unix knowledge expert: A domain-dependent expert system generated with domain-independent tools", British Computer Society Specialist Group on Expert Systems, 19, pp.49~51 (1987)
  13. Coniam, D., "Evaluating the language resources of chatbots for their potential in English as a second language", ReCALL, 20(1), pp.98~116 (2008)
  14. "In Wikipedia"[URL]
  15. "Memrise: A free language learning website" (2017)[URL]
  16. Fryer, L., "Emerging technologies bots as language learning tools", Language Learning and Technology, 10(3), pp.8~14 (2006)
  17. Garcia, I., "Learning a language for free while translating web: Does duolingo work?", International Journal of English Linguistics, 3(1), pp.19~25 (2013)
  18. "The future of English" (2000)[URL]
  19. "Six best chatbots to improve customer service" (2018)[URL]
  20. "HEXBOT chatbot" (2004)[URL]
  21. Jia, J., "CSIEC (Computer Simulator in Educational Communication): An intelligent web-based teaching system for foreign language learning", Proceedings of ED-MEDIA 2004-World Conference on Educational Multimedia, Hypermedia & Telecommunications, pp.4147~4152 (2004)
  22. Kerfoot, B., "Multi-institutional randomized controlled trial of web-based teaching to medical students", Academic Medicine, 81(3), pp.224~230 (2006)
  23. "Your language learning game with Memrise: Review 2018" (2018)[URL]
  24. "In Wikipedia"[URL]
  25. Lai, C., "University student and teacher perceptions of teacher role in promoting autonomous learning with technology outside the classroom", Computer Assisted Language Learning, 29(4), pp.703~723 (2016)
  26. 이동한, "인공지능을 활용한 영어 학습용 챗봇 시스템 개발 방안 연구", 중등영어교육, 11(1), pp.45~68 (2018), 한국중등영어교육학회[DOI]
  27. (2019)[URL]
  28. "How chatbots will transform customer experience: An infographic" (2017)[URL]
  29. "This AI has sparked a budding friendship with 2.5 million people" (2018)[URL]
  30. Reinders, H., "Learner autonomy and new learning environment", Language Learning & Technology, 15(3), pp.1~3 (2011)
  31. "Review about ‘Chat with Alisa’ app in Google play"[URL]
  32. Robin, R., "Commentary: Learner-based listening and technological authenticity", Language Learning and Technology, 11(1), pp.109~115 (2007)
  33. Roediger, R., "Test-enhanced learning taking memory tests improves long term retention", Psychological Science, 17(3), pp.249~255 (2006)
  34. "Ten of the most innovative chatbots on the web" (2019)[URL]
  35. "17 Amazing duolingo facts and statistics by the numbers" (2019)[URL]
  36. "WhatarethebestchatbotstolearnEnglish?"[URL]
  37. Stockwell, G., "Learnercomputer interaction in language education: A festschrift in honor of Robert Fischer", pp.118~136 (2013), CALICO
  38. Teske, K., "Duolingo", Calico Journal, 34(3), pp.393~402 (2017)
  39. "Topbots: Duolingo"[URL]
  40. VanPatten, B., "Theories in second language acquisition: An introduction" (2015), Routledge
  41. Weizenbaum, J., "Contextual understanding by computers", Communications of the ACM, 10(8), pp.474~480 (1967)

관련 논문AI추천

영어교육 관련 AI 챗봇 연구 논문의 동향 분석김정렬, 남승우, 차수미한국영어교과교육학회 · 영어교과교육2021 · 제20권 제1호Future English Learning: Chatbots and Artificial Intelligence김나영, 김혜숙, 차윤정한국멀티미디어언어교육학회 · 멀티미디어 언어교육2019 · 제22권 제3호인공지능형 대화형 챗봇 현황과 영어교육용 챗봇 개발 방안김봉규, 김인석21세기영어영문학회 · 영어영문학212020 · 제33권 제2호대학 영어 학습자들의 모바일 어플리케이션 사용현황과 인공지능 기반 어플에 대한 인식 연구정숙경한국영어영문학회 · 영어영문학2019 · 제24권 제3호인공지능(AI) 기반 영어학습 챗봇의 원리와 기능, 그리고 영어학습에의 활용가능성박휴용한국멀티미디어언어교육학회 · 멀티미디어 언어교육2023 · 제26권 제2호An Analysis of Korean EFL Learners’ Experience on English Classes Using AI ChatbotDaeun Han동북아학술저널연합 · Robotics & AI Ethics2021 · 제6권 제3호

이 간행물의 다른 논문 (6건)

Utilizing Mobile Phones to Improve Learning Achievement in the EFL Classroom: Using the Movie, Stuart Little김혜정pp. 1-18The Effects of Using Images and Video Clips for Vocabulary Learning: Single Words vs. Phrasal verbs김소희pp. 19-42Textbook Graffiti as a Critical, Multimodal Classroom Activity for Korean Elementary EFL StudentsLee, Roxy, Gray, Stewartpp. 43-66Enhancing Korean EFL Learners’ Vocabulary Learning and Listening Comprehension Through Video Captions강은영pp. 91-108Effects of Using Socrative on Speaking and Listening Performance of EFL University Students김혜숙, 차윤정pp. 109-134
원문 보기