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Effects of Artificial Intelligence (AI) and Native Speaker Interlocutors on ESL Learners' Speaking Ability and Affective Aspects

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초록

The purpose of this study is to investigate the differential effects of two interlocutors, an Artificial Intelligence (AI) avatar and a native speaker (NS) of English, in interaction on ESL learners’ speaking ability and affective aspects. The participants were 61 ESL learners from a college in the United States. They were assigned to the AI-to-learner interaction group (n=31) and the native speaker-to-learner interaction group (n=30). The major findings are as follows. First, interacting with both AI and NS interlocutors had positive effects on improving participants’ speaking ability, but talking with AI avatars brought more significant effects on improving oral performance with respect to accuracy, fluency, coherence, and interaction. Second, the low-level participants showed more speaking improvements when engaging in interaction with AI avatars, whereas the high-level participants benefited more from interactions with NSs. Lastly, all participants’ attitudes towards English learning were positively changed overall, but the interactive activities with NSs did not have a positive effect on increasing high-level participants’ motivation and could not reduce low-level participants’ stress and anxiety levels. Based on the findings, pedagogical suggestions are provided to help learners improve their speaking ability and lower their affective filters in ESL contexts.

Abstract

The purpose of this study is to investigate the differential effects of two interlocutors, an Artificial Intelligence (AI) avatar and a native speaker (NS) of English, in interaction on ESL learners’ speaking ability and affective aspects. The participants were 61 ESL learners from a college in the United States. They were assigned to the AI-to-learner interaction group (n=31) and the native speaker-to-learner interaction group (n=30). The major findings are as follows. First, interacting with both AI and NS interlocutors had positive effects on improving participants’ speaking ability, but talking with AI avatars brought more significant effects on improving oral performance with respect to accuracy, fluency, coherence, and interaction. Second, the low-level participants showed more speaking improvements when engaging in interaction with AI avatars, whereas the high-level participants benefited more from interactions with NSs. Lastly, all participants’ attitudes towards English learning were positively changed overall, but the interactive activities with NSs did not have a positive effect on increasing high-level participants’ motivation and could not reduce low-level participants’ stress and anxiety levels. Based on the findings, pedagogical suggestions are provided to help learners improve their speaking ability and lower their affective filters in ESL contexts.

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