Enhancing Language Education through Social Robots

Abstract

<p>This article explores the long-term child-robot interaction (CRI) in the context<br>of robot-assisted language learning (RALL). More specifically, we examined how<br>robot literacy, the ability to have appropriate relations and interactions with a robot,<br>manifested itself in the use of L2 communication strategies in French as a second<br>language (L2). Our primary research question centres on the role of familiarity<br>with the robot and the development of robot literacy through engagement in L2<br>interaction. We compared the experiences of fourth graders who had interacted with<br>a social robot over a prolonged period with fifth graders without such experience.<br>A usage-based approach to examine L2 oral communication strategies, including<br>conversation management, was employed. The findings revealed that robot literacy<br>positively impacted learners’ willingness to communicate with the robot and<br>their L2 interactional skills. This improved their communication strategies, and<br>understanding of language structures. Unlike previous studies emphasizing the<br>positive impact of novelty in RALL, this study suggests that long-term familiarity<br>might, in fact, benefit the learners more in a one-on-one setting. The research<br>underscores the importance of robot literacy and familiarity in shaping effective<br>engagement and language development outcomes. It contributes to the CRI discourse<br>and highlights the intertwined relationship between technology, education, and<br>societal progress. Overall, the study posits that enhancing robot literacy equips<br>learners with skills to navigate the evolving technological landscape, fostering social<br>and linguistic sustainability.<br></p>