Effects of Robot-Assisted Language Learning on English-as-a-Foreign-Language Skill Development

被引：11

作者：

Wu, Xueqing ^{[1
]}

Li, Rui ^{[1
]}

机构：

[1] Hunan Univ, Sch Foreign Languages, Lushan South Rd, Changsha 410082, Hunan, Peoples R China

来源：

JOURNAL OF EDUCATIONAL COMPUTING RESEARCH | 2024年 / 62卷 / 04期

关键词：

activity theory; English-as-a-foreign-language; evidence-based applied linguistics; meta-analysis; robot-assisted language learning; SOCIAL ROBOTS; MOTIVATION; ACHIEVEMENT; PERFORMANCE; TECHNOLOGY; EDUCATION; SPEAKING; ATTITUDE; CHATBOT;

D O I：

10.1177/07356331231226171

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

While numerous studies of robot-assisted language learning (RALL) for English-as-a-foreign-language (EFL) learners' language skill development have been done, a comprehensive and theoretically-driven meta-analysis on its effects is still in paucity. To fill the gap, drawing on Activity Theory (AT), this study reported a meta-analysis from 47 independent studies out of 29 literature samples involving 1791 EFL learners on RALL for language skill development published during 2004-2023. The results indicated that the overall effect size was g = .69, 95% CI [.49, .90], suggesting that RALL outperforms non-RALL conditions. In addition, educational levels and intervention durations were found to be significant moderators. Based on the results, implications for practice were discussed.

引用

页码：1010 / 1034

页数：25

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