The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
Date
2024-07-15
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
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28
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1
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1
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25
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Abstract
This study explores the impact of an innovative approach that combines artificial intelligence (AI) chatbot support with collaborative note-taking (CNT) in the comprehension of semantic terms among English as a Foreign Language (EFL) learners. Given the significance of semantics in English language learning, traditional didactic methods often present challenges for EFL learners. The proposed AI chatbot-supported approach aims to foster learner interaction, while the CNT strategy focuses on enhancing knowledge retention and engagement with learning materials. Conducted as a quasi-experimental pre-test-post-test design, the study involved 60 English Language and Literature majors from a non-English-speaking area enrolled at a private university. Participants were divided into the AI chatbot-supported and CNT (AI-CNT) group and the conventional CNT (cCNT) group. Results indicated that the AI-CNT group outperformed the cCNT group across various dimensions of semantic learning outcomes, including performance, achievement, self-efficacy, metacognition, and anxiety reduction. This study highlights the potential of integrating AI chatbot support and the CNT strategy to significantly enhance the EFL semantic learning experience. The personalized and interaction-based linguistic practices, enriched with feedback and emotional support, offer a promising avenue for advancing language learning outcomes in the digital age.
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Keywords
AI chatbot, Collaborative Learning, Self-Efficacy, Metacognitive Awareness, Learning
Anxiety, Semantics
Citation
Chen, M. R. A. (2024). The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students. Language Learning & Technology, 28(1), 1–25. https://hdl.handle.net/10125/73586
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25
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