Browse > Article
http://dx.doi.org/10.14400/JDC.2019.17.8.037

A Study on the Use of Artificial Intelligence Chatbots for Improving English Grammar Skills  

Kim, Na-Young (Department of General Education, Sehan University)
Publication Information
Journal of Digital Convergence / v.17, no.8, 2019 , pp. 37-46 More about this Journal
Abstract
The purpose of this study is to explore the effects of the use of artificial intelligence chatbots on improving Korean college students' English grammar skills. 70 undergraduate students participated in the present study. They were taking a General English class offered by a university in Korea. There were two groups in this study. Participants in the chatbot group consisted of 36 students while those in the human group were 34. Over 16 weeks, the chatbot group engaged in ten chat sessions with a chatbot while the human group had a chat with a human chat partner. Both pre- and post-tests were performed to examine changes in the participants' grammar skills over time. To compare the improvement between the two groups, an independent t-test was then run. Main findings are as follows: First, participants in both groups significantly improved their English grammar skills, indicating the beneficial effects of engaging in chat. Also, there was a statistically significant difference in the improvement between the chatbot and human groups, indicating the superior effects of the chatbot use. This study confirmed the improved grammar skills by the participants in the chatbot group, comparison with those in the human group. Based on these findings, suggestions for the future chatbot study are discussed.
Keywords
Artificial Intelligence Chatbot; Chat activities; Korean college students; English learning; English grammar skills;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 N. Y. Kim. (2016). Effects of different voice-chat conditions on Korean EFL learners' speaking ability, oral interaction, and affective factors. Unpublished doctoral dissertation, Ewha Womans University, Korea. Retrieved from http://www.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no=5c015045733c3fc6ffe0bdc3ef48d419
2 J. Tian & Y. Wang. (2010). Taking language learning outside the classroom: Learners' perspectives of eTandem learning via Skype. Innovation in Language Learning and Teaching, 4(3), 181-197. DOI: https://doi.org/10.1080/17501229.2010.513443   DOI
3 N. Y. Kim. (2018). A study on chatbots for developing Korean college students' English listening and reading skills. Journal of Digital Convergence, 16(8), 19-26. DOI: https://doi.org/10.14400/JDC.2018.16.8.019   DOI
4 S. Lee, H. Noh, J. Lee, K. Lee, G. G. Lee, S. Sagong & M. Kim (2011). On the effectiveness of robot-assisted language learning. ReCALL, 23(1), 25-58. DOI: https://doi.org/10.1017/s0958344010000273   DOI
5 E. M. Brooks. (2018). Incorporating pop culture in formal and informal learning environments for L2 students. The TFLTA Journal, 7, 29-37. Retrieved from http://www.tflta.org/uploads/1/0/6/9/10696220/tfltajournal2018.pdf
6 B. A. Shawar & E. Atwell. (2007). Fostering language learner autonomy via adaptive conversation tutors. Proceedings from the Fourth Corpus Linguistics Conference. Birmingham, UK. Retrieved from https://pdfs.semanticscholar.org/c90e/f2c705e3d12df2eafe1413f8b9c80cb86176.pdf?_ga=2.243671942.2046966757.1564375418-2016076917.1544237463
7 J. Jia. (2009). CSIEC: A computer assisted English learning chatbot based on textual knowledge and reasoning. Knowledge-Based Systems, 22(4), 249- 255. DOI: https://doi.org/10.1016/j.knosys.2008.09.001   DOI
8 L. Fryer & R. Carpenter. (2006). Bots as language learning tools. Language, Learning & Technology, 10(3), 8-14. Retrieved from https://scholarspace.manoa.hawaii.edu/bitstream/10125/44068/1/10_03_emerging.pdf
9 Y. Wang. (2004). Distance language learning: Interactivity and fourth-generation Internet-based videoconferencing. CALICO Journal, 21(2), 373- 395. DOI: https://doi.org/10.1558/cj.v21i2.373-395   DOI
10 L. Williams & R. A. van Compernolle. (2009). The Chatbot as a peer/tool for learners of French. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 145-172). San Marcos, Texas: CALICO. Retrieved from https://www.researchgate.net/publication/266216566_The_chatbot_as_a_peertool_for_learners_of_French
11 I. C. Choi., & Y. Moon. (2018). A comparability study of two standardized English as a foreign language tests. Language Research, 54(2), 277-329. DOI: https://doi.org/10.30961/lr.2018.54.2.277   DOI
12 J. I. Han & N. Y. Kim. (2016). The effects of post-task CMC activities and task types on Korean EFL learners' oral performance. STEM Journal, 17(2), 105-131. DOI: https://doi.org/10.16875/stem.2016.17.2.107
13 D. Gonzalez. (2003). Teaching and learning through chat: A taxonomy of educational chat for EFL/ESL. Teaching English with Technology, 3(4), 57-69. Retrieved from http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-176e6886-2cb5-4ec2-b202-5323a4d89ed0
14 I. C. Choi. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25(1), 39-62. DOI: https://doi.org/10.1177/0265532207083744   DOI
15 P. Chandrayan. (2019, April 15). Understanding AI chatbots, challenges, opportunities, and beyond. Toward Data Science. Retrieved from https://towardsdatascience.com/
16 R. McGrath. (2018, April 22). How to increase conversions by personalizing your chatbot. Chatbots Magazine. Retrieved from https://chatbotsmagazine.com/
17 M. Alemi, A. Meghdari & M. Ghazisaedy. (2014). Employing humanoid robots for teaching English language in Iranian junior high-schools. International Journal of Humanoid Robotics, 11(3), 1-25. DOI: https://doi.org/10.1142/s0219843614500224
18 D. Kang. (2017). EFL learner and teacher beliefs about grammar learning in Korea. English Teaching, 72(2), 51-69. DOI: http://doi.org/10.15858/engtea.72.2.201706.51
19 N. Y. Kim. (2016). Effects of voice chat on EFL learners' speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88. DOI: https://doi.org/10.18095/meeso.2017.18.1.03
20 Y. S. Kim. (2001). A survey study of US EFL teachers in Korea. In D. E. Shaffer (Ed.), Proceedings of the 9th Korea TESOL International Conference (pp. 173-185). Seoul, Korea. Retrieved from https://koreatesol.org/sites/default/files/pdf_publications/KTJ12-1web.pdf
21 J. Hsu. (2018). App roundup: Four AI chatbots, from good to possibly evil. Retrieved from https://citrusbits.com/four-ai-chatbots-roundup/
22 N. Y. Kim. (2017). A study on different types of speech acts in voice-chat between EFL students and a chatbot. Studies in English Education, 22(3), 81-109. DOI: https://doi.org/10.22275/see.22.3.04   DOI
23 Y. C. Sun & F. Y. Yang. (2015). I help, therefore, I learn: Service learning on Web 2.0 in an EFL speaking class. Computer-Assisted Language Learning, 28(3), 202-219. DOI: https://doi.org/10.1080/09588221.2013.818555   DOI