The effects of robot-assisted language learning: A meta-analysis |
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| Affiliation: | 1. Department of English, Korea Military Academy, Seoul, South Korea;2. Department of English Education, Chung-Ang University, Seoul, South Korea;1. Department of Psychology, University of Education Karlsruhe, Germany;2. Department of Educational Science, University of Freiburg, Germany;1. Department of Educational Studies, College of Education, Purdue University, 5152 Steven C. Beering Hall of Liberal Arts, 100 University St., West Lafayette, IN, 47907, USA;2. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, 620 Farm Lane, East Lansing, MI, 48824, USA;3. Department of Mathematics, College of Science, Purdue University, 702 Mathematical Science Building, 150 N. University Street, West Lafayette, IN, 47907, USA;4. School of Engineering Education, Purdue University, 516 Northwestern Ave, West Lafayette, IN, 47906, USA;5. Department of Curriculum and Instruction, College of Education, Purdue University, 3142 Steven C. Beering Hall of Liberal Arts and Education, 100 N. University Street, West Lafayette, IN, 47907, USA;1. Behavioural Science Institute, Radboud University, the Netherlands;2. School of Pedagogical and Educational Science, Radboud University, the Netherlands |
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| Abstract: | Given the importance of learner–interlocutor interactions, social robots have received considerable attention in the field of language learning, as this technology can physically accompany learners, is equipped with common social behaviors, and can effectively communicate with learners for language acquisition. In line with the continuous efforts to examine the effects of using social robots in language learning, this study is a meta-analysis aiming to integrate the findings of previous experimental studies on robot-assisted language learning (RALL), focusing on language learning achievement. To this end, we selected 12 independent samples (N = 522) from the initial pool of 16 empirical studies—including 23 independent samples (N = 1147)—and computed effect sizes along with their standard errors. The results indicated that RALL had a medium-sized average effect (d = 0.59, SE = 0.09, 95% CI: 0.41–0.76) compared to non-RALL conditions, such as traditional learning conditions without technology (e.g., teacher-only) or other technology-mediated conditions (e.g., virtual agents and tablet PCs). We further identified several moderator variables (i.e., age group, target language, language domain, robots’ role, interaction type, type of non-RALL condition), and provided an in-depth discussion on how these variables were related to the effectiveness of using robots for language learning. |
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| Keywords: | Human-computer interaction Language learning Meta-analysis Robot-assisted learning Social robots |
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