Evaluating intelligent personal assistants for L2 listening and speaking development

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24_1_10125-44705.pdf (281.56 KB)

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2020-02-01

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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)

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24

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1

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16

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26

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Abstract

While the use of intelligent personal assistants (IPAs) has exploded in recent years, little is known about their use to promote English as a foreign language (EFL) development. Thus, this study addresses this gap in the literature by examining the in-class use of the IPA, Alexa, among second language (L2) English students to support improvements in listening comprehension and speaking proficiency. The study utilized a quasi-experimental design with an experimental group (n = 13) which took part in a 10-week treatment of student-IPA interaction and a control group (n = 15) which did not. Results from the Mann-Whitney U test found that the experimental group was able to make more significant gains in L2 speaking proficiency. However, a significant difference was not found when comparing improvements in L2 listening comprehension. These findings suggest that IPAs may be a useful tool to promote L2 speaking skills and underscore the necessity for additional research on the emerging technology for language learning.

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Intelligent Computer-Assisted Language Learning (ICALL), L2 Listening, L2 Speaking

Citation

Dizon, G. (2020). Evaluating intelligent personal assistants for L2 listening and speaking development. Language Learning & Technology, 24(1), 16–26. https://doi.org/10125/44705

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http://hdl.handle.net/10125/44705

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Volume 24 Number 1, February 2020
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