Social Robots for Language Learning: A Review

By Rianne van den Berghe, Josje Verhagen, O. Oudgenoeg‐Paz, S. V. D. van der Ven, Paul M. Leseman. Review of Educational Research, 2018

313 citations recorded by the source corpus.

In recent years, robots have increasingly been implemented as tutors in both first- and second-language education. The field of robot-assisted language learning (RALL) is developing rapidly. Studies have been published targeting different languages, age groups, and aspects of language and using different robots and methodologies. The present review presents an overview of the results obtained so far in RALL research and discusses the current possibilities and limitations of using social robots for first- and second-language learning. Thirty-three studies in which vocabulary, reading skills, speaking skills, grammar, and sign language were taught are discussed. Beside insights into learning gains attained in RALL situations, these studies raise more general issues regarding students’ motivation and robots’ social behavior in learning situations. This review concludes with directions for future research on the use of social robots in language education.

Subfields: Artificial Intelligence, Control and Systems Engineering, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ff80faaf8556cdbae45a1bb81f317bcc7e8fee71

Citations in the corpus

• Exploring students’ perspectives on Generative AI-assisted academic writing (2024, unknown): “Students felt less self-conscious about making mistakes in the presence of the AI writing system than in the presence of human instructors or friends, which has been reported by many existing studies (Alemi et al., 2015; Van den Berghe et al., 2019).”