Elizabeth Bear , Xiaobin Chen , Daniela Verratti Souto , Luisa Ribeiro-Flucht , Björn Rudzewitz , Detmar Meurers
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The interaction logs showed a strong preference for typing over speaking and moderate automatic speech recognition (ASR) accuracy for the spoken interactions. Differing rates of task success and interest between the five tasks confirmed the importance of task characteristics. Despite some noted limitations, student perceptions were largely positive, with the tasks appearing more fun and more challenging for students who speak less English outside of class. Overall, our findings highlight the promise and challenges of designing a task-based conversational agent for the school EFL classroom, offering insights into balancing pedagogical and technological design, the demands of official curricula, and students’ authentic needs.</p></div>","PeriodicalId":48185,"journal":{"name":"System","volume":"126 ","pages":"Article 103460"},"PeriodicalIF":4.9000,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0346251X24002422/pdfft?md5=bce9cb96eea1de7d1ea663e106fc9fb5&pid=1-s2.0-S0346251X24002422-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions\",\"authors\":\"Elizabeth Bear , Xiaobin Chen , Daniela Verratti Souto , Luisa Ribeiro-Flucht , Björn Rudzewitz , Detmar Meurers\",\"doi\":\"10.1016/j.system.2024.103460\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>As part of an iterative evaluation process incorporating student stakeholders within a task-based language teaching (TBLT) framework, we examine the design and early learner data of a conversational agent for English as a foreign language (EFL) in the German school context. Students (around age 12 and at an A2 proficiency level) from three 7th grade classes interacted with five tasks and completed a questionnaire assessing their needs and perceptions. Results of the needs analysis revealed that most students speak some English outside of class and that they wish for tasks targeting both authentic and curricular needs. The interaction logs showed a strong preference for typing over speaking and moderate automatic speech recognition (ASR) accuracy for the spoken interactions. Differing rates of task success and interest between the five tasks confirmed the importance of task characteristics. Despite some noted limitations, student perceptions were largely positive, with the tasks appearing more fun and more challenging for students who speak less English outside of class. 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Designing a task-based conversational agent for EFL in German schools: Student needs, actions, and perceptions
As part of an iterative evaluation process incorporating student stakeholders within a task-based language teaching (TBLT) framework, we examine the design and early learner data of a conversational agent for English as a foreign language (EFL) in the German school context. Students (around age 12 and at an A2 proficiency level) from three 7th grade classes interacted with five tasks and completed a questionnaire assessing their needs and perceptions. Results of the needs analysis revealed that most students speak some English outside of class and that they wish for tasks targeting both authentic and curricular needs. The interaction logs showed a strong preference for typing over speaking and moderate automatic speech recognition (ASR) accuracy for the spoken interactions. Differing rates of task success and interest between the five tasks confirmed the importance of task characteristics. Despite some noted limitations, student perceptions were largely positive, with the tasks appearing more fun and more challenging for students who speak less English outside of class. Overall, our findings highlight the promise and challenges of designing a task-based conversational agent for the school EFL classroom, offering insights into balancing pedagogical and technological design, the demands of official curricula, and students’ authentic needs.
期刊介绍:
This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.