Exploring English Language Development Assessment for Real-Time Interaction between Autonomous Robots and Children: A Preliminary Study
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Despite attention by educators and researchers to the advancement of robotics research in education, little experimental research has been conducted on the use of robots in language education for young children. This paper reports on a study aimed at providing an improved English language development assessment questionnaire specifically for use in a project to bring autonomous social robots into English as a foreign language (EFL) classes for native-Korean-speaking children aged 3–5 years old. In order to examine the validity of questionnaire items, a focus group of 10 professors with expertise in child EFL learning was sent the questionnaire, which includes 127 items to be rated on a 5-point Likert scale and two open-ended questions. They were asked to judge whether each item was appropriate for children of the target age group, and whether any items were not appropriate to assess child L2 learners’ English language development. The findings inform the selection of appropriate items for evaluating language development stages based on children’s speaking performance in a robot-assisted language learning condition. The study’s results provide a baseline for an English language assessment questionnaire for EFL teachers to evaluate 3–5-year-old children’s language development in English speaking in the robot-assisted language learning (RALL) condition.
Abstract
Despite attention by educators and researchers to the advancement of robotics research in education, little experimental research has been conducted on the use of robots in language education for young children. This paper reports on a study aimed at providing an improved English language development assessment questionnaire specifically for use in a project to bring autonomous social robots into English as a foreign language (EFL) classes for native-Korean-speaking children aged 3–5 years old. In order to examine the validity of questionnaire items, a focus group of 10 professors with expertise in child EFL learning was sent the questionnaire, which includes 127 items to be rated on a 5-point Likert scale and two open-ended questions. They were asked to judge whether each item was appropriate for children of the target age group, and whether any items were not appropriate to assess child L2 learners’ English language development. The findings inform the selection of appropriate items for evaluating language development stages based on children’s speaking performance in a robot-assisted language learning condition. The study’s results provide a baseline for an English language assessment questionnaire for EFL teachers to evaluate 3–5-year-old children’s language development in English speaking in the robot-assisted language learning (RALL) condition.
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