Enhancing self-regulation and learner engagement in L2 speaking: exploring the potential of intelligent personal assistants within a learning-oriented feedback framework

被引:1
作者
Zhang, Meifang [1 ]
机构
[1] Guangzhou Inst Sci & Technol, Sch Foreign Languages, Guangzhou 510540, Guangdong, Peoples R China
关键词
Learning-oriented feedback; L2; speaking; Motivation; Self-regulation; Intelligent Personal Assistant (IPA); Self-directed learning; MOTIVATION; STRATEGIES; 2ND-LANGUAGE; WILLINGNESS; COMMUNICATE; ANXIETY; POWER; MODEL;
D O I
10.1186/s40359-024-01917-0
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
IntroductionDeveloping L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities.MethodsThis mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group (n = 27) using Google Assistant with tailored activities or a control group (n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights.ResultsThe Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA.ConclusionThis study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies.
引用
收藏
页数:16
相关论文
共 54 条
[1]   Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self [J].
Adolphs, Svenja ;
Clark, Leigh ;
Dornyei, Zoltan ;
Glover, Tony ;
Henry, Alastair ;
Muir, Christine ;
Sanchez-Lozano, Enrique ;
Valstar, Michel .
SYSTEM, 2018, 78 :173-185
[2]   Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues [J].
Azevedo, Roger .
EDUCATIONAL PSYCHOLOGIST, 2015, 50 (01) :84-94
[4]  
Boekaerts M., 1999, INT J EDUC RES, V31, P445, DOI [10.1016/S0883-0355(99)00014-2, DOI 10.1016/S0883-0355(99)00014-2]
[5]  
Braun V., 2006, QUAL RES PSYCHOL, V3, P77, DOI [DOI 10.1080/14780887.2020.1769238, 10.1191/1478088706qp063oa]
[6]   The oral proficiency interview: A research agenda [J].
Chalhoub-Deville, M ;
Fulcher, G .
FOREIGN LANGUAGE ANNALS, 2003, 36 (04) :498-506
[7]  
Cohen J., 1988, STAT POWER ANAL BEHA
[8]  
Cong-Lem N., 2018, Advances in Language and Literary Studies, V9, P143
[9]   The internal structure of language learning motivation and its relationship with language choice and learning effort [J].
Csizer, K ;
Dornyei, Z .
MODERN LANGUAGE JOURNAL, 2005, 89 (01) :19-36
[10]   How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes [J].
Dignath, Charlotte ;
Buettner, Gerhard ;
Langfeldt, Hans-Peter .
EDUCATIONAL RESEARCH REVIEW, 2008, 3 (02) :101-129