Task-based dialogue systems for language learning

A meta-analysis of effectiveness studies on dialogue-based CALL, based on 17 studies and $k = 100$ individual effect sizes. We use Morris and DeShon’s (2002) formulas to compute comparable effect sizes across designs, and analyse them through a multilevel random-effects model. Results confirm that dialogue-based CALL practice has a significant medium effect size on L2 proficiency development ($d = 0.59$). Extensive moderator analyses on several learning outcomes of different types and features of dialogue-based CALL (type of interaction, modality, agent embodiment, etc.) confirm the effectiveness of form-focused and goal-oriented systems, system-guided interactions, corrective feedback provision, and gamification features. Significant effects for lower proficiency learners, and on vocabulary, morphosyntax, holistic proficiency and accuracy are established.

Conversational AI—i.e., chatbots, talking robots, conversational agents and dialogue systems—offers a promising affordance for language learning: a low-anxiety environment for meaningful interactional practice that can potentially be controlled for complexity and targeted exposure, scaffolding strategies and corrective feedback.

Dialogue systems allow a user to interact, orally or in writing, with an automated interlocutor, whether it is referred to as a …

This article presents the results of a systematic review of the literature on dialogue-based CALL. Applications allowing a learner to have a conversation in a foreign language with a computer have been studied under different traditions (intelligent tutoring systems, dialogue systems, conversational agents, chatbots…). We attempt to offer a structured overview of these efforts into a conceptual framework, including an operational definition of dialogue-based CALL and a typology of systems (4 types: narrative, form-focused, goal-oriented and reactive systems) and types of dialogue, with their corresponding interactional, instructional and technological traits. We summarize the main results from empirical studies on such systems, and discuss the impact of dialogue-based CALL on motivation and L2 development.

We propose a common definition for dialogue-based CALL and establish a first overview of the literature in the domain, from a systematic literature review of 138 papers. Results show a scattered research field, with 4 main disciplinary approaches, each preferring a certain keyword for referring to the domain.

Abstract BACKGROUND. Interactivity has been defined in various ways: in instructed SLA, as distinguishing dialogic tasks from monologic ones (Ellis et al., 1994); in game design, as involving agency and user control.

Abstract The number of times a word appears in the input, i.e., the frequency of occurrence, is a well-known factor influencing incidental vocabulary acquisition (Webb, 2020). However, paradoxically, the frequency of occurrence has only a medium predicting power in vocabulary learning, around r = .

Las inteligencias artificiales conversacionales—es decir, los chatbots, los robots parlantes, los agentes conversacionales y los sistemas de diálogo—ofrecen una posibilidad prometedora para el aprendizaje de idiomas: un entorno de baja ansiedad para la práctica comunicativa e interactiva, que puede además controlarse en cuanto a complejidad y exposición específica, estrategias de andamiaje y retroalimentación correctiva.

Dialogue systems, such as chatbots and dialogue-based games, provide an opportunity for safe, meaningful conversational practice to …

Automatizing testing and computation of multiple variations (pruning, normalization…) of L2 utterance fluency metrics, we collected pre/post oral interview responses from N=215 learners of French, and compared each metric’s variation with external proficiency estimates, to determine which operationalizations best predict proficiency and detect very-short-term developmental changes in L2 fluency.

Preguntas de investigación ¿En qué medida es posible medir de manera valida, confiable y precisa efectos de aprendizaje de corta duración en lengua extranjera en términos de fluidez oral de manera semiautomática?

Les systèmes de dialogue pour l’apprentissage des langues regroupent différentes applications permettant à un apprenant de langue étrangère de converser, oralement ou par écrit, avec un interlocuteur automatisé (chatbot, robot, interface vocale, personnage non-joueur, etc.

Introduction Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows investigating the effectiveness of different modalities of interaction (Bibauw et al, 2019).

Abstract (as submitted in February 2019) Dialogue-based computer-assisted language learning (CALL) allows a learner to practice an L2 by discussing with a computer. By offering a fully controllable meaning-focused learning environment, it also allows to conduct research on the effectiveness of different modalities of interaction.

Chatbots and conversational agents have recently seen major developments in many domains, including education. In foreign language learning, dialogue-based computer-assisted language learning (CALL) applications allow a learner to practice a foreign language by having a conversation with a computer, be it orally or in writing.

Dialogue-based computer-assisted language learning systems allow a learner to practice meaningfully an L2 with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015).

Dialogue-based CALL systems allow a learner to practice meaningfully an L2 with an automated agent, through an oral (spoken dialogue …

Abstract of the research methods and results Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with an automated agent, whether through an oral (spoken dialogue systems) or written interface (chatbots) (Bibauw, François, & Desmet, 2015).

Dialogue-based computer-assisted language learning (CALL) systems allow a learner to practice meaningfully a foreign language (L2) with …

Dialogue-based computer-assisted language learning (CALL) encompasses applications that allow a learner to practice a foreign language …

Conversational agents are seen as a way to offer an anxiety-free L2 practice environment for learners, in the hope that it would …