Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

IF 3.6 2区文学 Q1 LINGUISTICS

Relc Journal Pub Date : 2024-07-23 DOI:10.1177/00336882241264030

Mengru Pan, Kai Guo, Chun Lai

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引用次数: 0

Abstract

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

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利用人工智能聊天机器人支持英语为外语的学生进行自律阅读

自律学习（SRL）已被纳入英语作为外语（EFL）的阅读教学中，以提高学生的阅读成绩。有证据表明，提供个性化支持对自律学习至关重要。然而，在语言课堂上提供个性化支持既耗时又具有挑战性。虽然许多在线阅读系统都内置了个性化支持，但这种支持往往是单向的，很少有机会进行后续讨论。这项创新实践介绍了一个人工智能（AI）聊天机器人，它的开发目的是为 EFL 学生提供个性化的 SRL 阅读支持。人工智能聊天机器人被设计为阅读伴侣，以促进积极的课外阅读，从而扩展课内教学。通过让学生自主参与适当的阅读材料并接受个性化的自我调节阅读（SRR）指导，这项创新增强了学习者克服阅读过程中的挑战的能力，并促进了他们对自我调节阅读策略的使用。从学生的角度探讨了创新的教学价值。此外，还讨论了人工智能支持的 SRR 教学的未来教学方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Relc Journal LINGUISTICS-

CiteScore

8.10

自引率

10.00%

发文量

期刊介绍： The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.