Abstract

Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner’s English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students’ interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design.

摘要

关于使用社交机器人如何帮助提高英语作为外语 (EFL) 年轻学习者的发音和沟通意愿 (WTC) 的研究尚在进行中。本研究开发了机器人和有形物体 (R&T) 学习系统，并检验了其对初级 EFL 学习者的英语发音和 WTC 的影响。R&T 系统由机器人、平板电脑、手机和一组有形物体组成，使学生能够与系统进行物理交互。共有 29 名小学生使用 R&T 系统每天 40 分钟参与特定地点的任务，为期五天。通过发音测试、交流意愿调查问卷以及学生与 R&T 系统互动的视频记录来收集数据。配对样本 t 检验显示，在与 R&T 系统互动后，学生的发音和交流意愿都有所提高。视频记录以多次尝试和积极寻求帮助的形式积极参与。最后，视频数据中捕捉到的错过的学习机会为机器人和任务设计的未来改进提供了方向。