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İkinci dil öğretiminde Chatbot teknolojisinin kullanımına yönelik çalışmalardaki genel eğilimler

Year 2024, Volume: 7 Issue: 1, 273 - 288, 31.05.2024
https://doi.org/10.33400/kuje.1407998

Abstract

Bu araştırmanın amacı, ikinci dil öğretiminde “Chatbot” teknolojisinin kullanımına yönelik araştırma makalesi türündeki çalışmaların incelenerek bu konuda var olan eğilimlerin ortaya koyulmasıdır. Nitel araştırma yaklaşımına uygun olarak yürütülen bu çalışma, doküman incelemesi yöntemi ile yürütülmüştür. İkinci dil öğretiminde Chatbot kullanımını ele alan araştırma makalesi türündeki 40 çalışma ise bu araştırmanın temel veri kaynağını oluşturmuştur. Analizler sonucunda ikinci dil eğitiminde Chatbot kullanımına yönelik çalışmaların önemli bir kısmının önce deneysel bir sürecin yürütüldüğü, ardından katılımcılardan görüş alınan karma yöntem araştırmaları şeklinde kurgulandığı belirlenmiştir. Karma yöntem araştırmalarından sonra en sık olarak kullanılan yaklaşımların ise sırasıyla nicel ve nitel yaklaşımlar olduğu görülmüştür. Ayrıca araştırmaların büyük oranda İngilizcenin öğretimine odaklandığı görülmüş, Çince ve Almanca dillerine yönelik birer çalışma dışında farklı bir hedef dillere yönelik çalışmalara rastlanılmamıştır. Çalışmalardaki genel eğilimin hâlihazırda var olan chatbotları kullanma yönünde olduğu belirlenmiş, bu anlamda Replika, Andy, Alexa, Elbot, Mitsiku ve Google Asistan’ın yaygın olarak kullanıldığı görülmüştür. Araştırmacıların kendi Chatbot’unu geliştirdiği çalışma örneklerine de rastlanmıştır. Araştırmalardaki katılımcı gruplarını büyük oranda üniversite öğrencilerinin oluşturduğu görülmüş, lise, ortaokul ve ilkokul öğrencileri ile öğretmenlerin çalışma grubu olduğu çalışmaların nadir olduğu belirlenmiştir. Çalışmaların sıklıkla konuşma ve gramer becerileri etrafındaki akademik başarı faktörüne odaklandığı görülmüştür. Ayrıca katılımcıların görüş ve algılarını belirlemeye yönelik çalışmaların da bulunduğu, bu noktada en az çalışmanın motivasyon, ilgi, tutum gibi duyuşsal özellikler etrafında gerçekleştirildiği belirlenmiştir.

References

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  • Kim, N. Y. (2018b). A study on chatbots for developing Korean college students’ English listening and reading skills. Journal of Digital Convergence, 16(8), 19-26.
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  • Kim, N. Y. (2018d). Different chat modes of a chatbot and EFL students’ writing skills development. Studies in Foreign Language Education, 32(1), 263-290.
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General trends in studies on the use of Chatbot technology in second language teaching

Year 2024, Volume: 7 Issue: 1, 273 - 288, 31.05.2024
https://doi.org/10.33400/kuje.1407998

Abstract

The purpose of this research is to reveal existing trends by examining research article-type studies on the use of "Chatbot" technology in second language teaching. This study, carried out in accordance with the qualitative research approach, utilized the document review method. Forty studies in the form of research articles addressing the use of Chatbots in second language teaching constituted the main data source of this research. As a result of the analysis, it was determined that a significant part of the relevant studies was designed as mixed methods research, in which an experimental process was first carried out, and then opinions were obtained from the participants. The most frequently used approaches after mixed methods research are quantitative and qualitative approaches, respectively. Additionally, it was observed that the research largely focuses on teaching English, and apart from one study on Chinese and German, no studies on different target languages were found. The general trend in the studies is to use existing chatbots, and in this sense, Replika, Andy, Alexa, Elbot, Mitsiku, and Google Assistant have been widely used. There are also examples of studies where researchers developed their own Chatbot. It was observed that the participant groups in the studies were largely composed of university students, and it was determined that studies in which high school, secondary school, and primary school students and teachers were the study groups were rare. Studies often focus on the academic success factor around speaking and grammar skills. It was also determined that there are studies aimed at determining the opinions and perceptions of the participants, but there are few studies conducted around affective characteristics such as motivation, interest, and attitude.

References

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  • Abdollahzadeh, M., Golshan, M. & Allami, H. (2022). Using a messenger bot as a tool for providing written corrective feedback: Examining L2 development and learners’ attitudes. Research in English Language Pedagogy, 10(4), 599-624, 10.30486/RELP.2022.1946281.1327
  • Ahn, S. (2022). The effects of chatbot on grammar competence for Korean efl college students. Journal of Digital Convergence, 20(3),53-61.
  • Alsadoon, R. (2021). Chatting with AI Bot: Vocabulary learning assistant for Saudi EFL learners. English Language Teaching, 14(6), 135-157.
  • Belda-Medina, J. & Calvo-Ferrer, J.R. (2022). Using Chatbots as AI Conversational Partners in Language Learning. Appl. Sci. 12, 8427. https://doi.org/10.3390/ app12178427
  • Çakmak, F. (2022). Chatbot-human interaction and its effects on EFL students’ L2 speaking performance and speaking anxiety. Novitas-ROYAL (Research on Youth and Language), 16(2), 113–131.
  • Chen, X., Xie, H., & Hwang, G. J. (2020a). A Multi-perspective study on artificial intelligence in education: Grants, conferences, journals, software tools, institutions, and researchers. Computers and Education: Artificial Intelligence, 1, 100005. https://doi.org/10.1016/j.caeai.2020.100005
  • Chen, H.-L., Vicki Widarso, G., & Sutrisno, H. (2020b). A chatbot for learning chinese: learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161–1189. doi:10.1177/0735633120929622
  • Chuah, K.M. & Kabilan, M.K. (2021). Teachers’ views on the use of chatbots to support English language teaching in a mobile environment. International Journal of Emerging Technologies in Learning, 16(20), 223-237.
  • Dizon, G. (2017). Using intelligent personal assistants for l2 learning: A case study of Alexa. Tesol Journal, 8(4), 811-830. https://doi.org/10.1002/tesj.353.
  • 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.
  • Ebadi, S.& Amini, A. (2022): Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot, Interactive Learning Environments, 10.1080/10494820.2022.2096638
  • El-Magd. M.A. (2022). Text chatbot assisted edublogs for enhancing the EFL Technical writing performance among computer and ınformatics students. JFEES, 46(2), 99-145, 10.21608/jfees.2022.241755
  • Fryer, L., & Carpenter, R. (2006). Bots as Language Learning Tools, Language Learning and Technology, 10(3), 8-14.
  • Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of chatbot and human task partners. Computers in Human Behavior, 75, 461-468. https://doi.org/10.1016/j.chb.2017.05.045
  • Fryer, L. K., Coniam, D., Carpenter, R., Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 24(2), 8-22.
  • Goda, vd., (2014). Conversation with a chatbot before an online EFL group discussion and the effects on critical thinking. The Journal of Information and Systems in Education, 13(1), 1-7.
  • Han, D. (2021). An analysis of korean efl learners’ experience on english classes using aı chatbot. Robotics & AI Ethics, 6(3) 1-9
  • Han, D.E. (2020). The Effects of Voice-based AI Chatbot on Korean EFL Students’ Speaking Ability and Affective Factors. International Journal of Computer Science and Information Technology for Education, 5(1), 25-30, http://dx.doi.org/10.21742/ijcsite.2020.5.1.03
  • Hsu, M.H. & Chen, P.D. & Yu, C.S. (2021) Proposing a task- oriented chatbot system for EFL learners speaking practice, Interactive Learning Environments, DOI: 10.1080/10494820.2021.1960864
  • Huang, W., Hew, K.F., & Fryer, L.K. (2022). Chatbots for language learning-Are they really useful? A systematic review of chatbot-supported language learning. Journal of computer assisted learning, 38, 237-257. https://doi.org/10.1111/jcal.12610
  • Hwang, G. J., Xie, H., Wah, B. W. & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers & Education: Artificial Intelligence, 1, 100001.
  • Hwang, G.J., & Chang, C.Y. (2023). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 31(7), 4099-4112. https://doi.org/10.1080/10494820.2021.1952615
  • Ifelebuegu, A, Kulume, P., & Cherukut, P. (2023). Chatbots and AI in Education (AIEd) tools: The good, the bad, and the ugly. Journal of Applied Learning & Teaching, 6(2), 332-345. https://doi.org/10.37074/jalt.2023.6.2.29
  • Jeon, J. (2021). Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1987272
  • Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives. Computer Assisted Language Learning, 10.1080/09588221.2021.2021241.
  • Ji, H.,Han, I. & Ko,Y. (2022). A systematic review of conversational AI in language education: focusing on the collaboration with human teachers. Journal of Research on Technology in Education. 55(2),1-16.
  • Kim, H. S., Kim, N.Y., & Cha, Y. (2021b). Is it beneficial to use AI chatbots to improve learners’ speaking performance?. The Journal of Asia TEFL 18(1), 161-178.
  • Kim, H.S., Cha, Y. & Kim. N.Y. (2021a). Effects of AI chatbots on EFL students’ communication skills. Korean Journal of English Language and Linguistics, 21, 712-734.
  • Kim, H.S., Cha, Y. & Kim, N.Y. (2020). Impact of Mobile Interactions With AI on Writing Performance, Modern English Education, 21(2), 1-13.
  • Kim, N.Y. (2017a). Effects of different types of chatbots on EFL learners’ speaking competence and learner perception. Cross Cultural Studies 48, 223-252.
  • Kim, N.Y. (2017b). Effects of different voice-chat conditions on EFL learners’ topic negotiation according to proficiency levels. Modern English Education, 18(1), 49-74.
  • Kim, N.Y. (2018a). Chatbots and Korean EFL students' English vocabulary learning. Journal of Digital Convergence, 16(2), 1-7.
  • Kim, N. Y. (2018b). A study on chatbots for developing Korean college students’ English listening and reading skills. Journal of Digital Convergence, 16(8), 19-26.
  • Kim, N. Y. (2018c). Effect of text chat on EFL writing fluency, accuracy, and complexity by interlocutors. Foreign Languages Education, 25(1), 27-54.
  • Kim, N. Y. (2018d). Different chat modes of a chatbot and EFL students’ writing skills development. Studies in Foreign Language Education, 32(1), 263-290.
  • Kim, N.Y. (2019). A study on the use of artificial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence, 17(8), 37-46.
  • Kim, H., Yang, H., Shin, D., & Lee, J. H. (2022). Design principles and architecture of a second language learning chatbot. Language Learning & Technology, 26(1), 1–18.
  • Klímová, B., & Ibna Seraj, P. M. (2023). The use of chatbots in university EFL settings: Research trends and pedagogical implications. Frontiers in Psychology, 14, 1131506. https://doi.org/10.3389/fpsyg.2023.1131506
  • Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
  • Kuhail, M.A., Alturki, N., Alramlawi, S. et al. (2023). Interacting with educational chatbots: A systematic review. Educ Inf Technol 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
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There are 67 citations in total.

Details

Primary Language Turkish
Subjects Turkish Education
Journal Section Articles
Authors

Sedat Maden 0000-0002-8024-8182

Okan Yetişensoy 0000-0002-6517-4840

Publication Date May 31, 2024
Submission Date December 21, 2023
Acceptance Date March 27, 2024
Published in Issue Year 2024 Volume: 7 Issue: 1

Cite

APA Maden, S., & Yetişensoy, O. (2024). İkinci dil öğretiminde Chatbot teknolojisinin kullanımına yönelik çalışmalardaki genel eğilimler. Kocaeli Üniversitesi Eğitim Dergisi, 7(1), 273-288. https://doi.org/10.33400/kuje.1407998



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