A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> does Mary Ellen want to learn French? What motivates Yu Jia to learn English in China? What is the reason for Maury's interest and effort in Japanese? Why does Louise work so hard at learning Russian? What does Eyhab think he will achieve in studying English in the US? The answers to these questions are important, because motivation is considered by many to be one of the main determining factors in success in developing a second or foreign language (34), both referred to as L2. Motivation determines the extent of active, personal involvement in L2 learning. Conversely, unmotivated students are insufficiently involved and therefore unable to develop their potential L2 skills. <s> BIB001 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 ­ 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117­135 doi:10.1017/S026144480001315X Request Permissions : Click here <s> BIB002 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> This paper introduced a telepresence robot system for English tutoring. The system consists of the user system, the server system and the robot system. The robot is controlled by the collision prevention system, direct interface, server interface with assistant teacher and remote interface with native teacher. A remote native teacher had given lessons in English using this system for a month and several issues of telepresence robot system for remote lecture are found from the lecture. <s> BIB003 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> The main aim of the modern popular teaching method of authentic learning has been to provide students with everyday-life challenges that develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. However, there are few studies that have been discussed the sense of authenticity and characters in scene and how students interact with the characters involved in the task. We designed a system, RoboStage, with authentic scenes by using mixed-reality technology and robot to investigate the difference in learning with either physical or virtual characters and learning behaviors and performance through the system. Robots were designed to play real interactive characters in the task. The experiment of the study conducted with 36 junior high students. The results indicated that RoboStage significantly improved the sense of authenticity of the task and also positively affected learning motivation. Learning performance was conditionally affected by RoboStage. <s> BIB004 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> Teaching is inherently a social interaction between teacher and student. Despite this knowledge, many educational tools, such as vocabulary training programs, still model the interaction in a tutoring scenario as unidirectional knowledge transfer rather than a social dialog. Therefore, ongoing research aims to develop virtual agents as more appropriate media in education. Virtual agents can induce the perception of a life-like social interaction partner that communicates through natural modalities such as speech, gestures and emotional expressions. This effect can be additionally enhanced with a physical robotic embodiment. This paper presents the development of social supportive behaviors for a robotic tutor to be used in a language learning application. The effect of these behaviors on the learning performance of students was evaluated. The results support that employing social supportive behavior increases learning efficiency of students. <s> BIB005 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL) which is in its early stages. To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from ten to twelve, were enrolled in English lessons. A pre-test/post-test design was used to investigate the cognitive effects of the RALL approach on the students??? oral skills. No significant difference in the listening skill was found, but the speaking skills improved with a large effect size at the significance level of 0.01. Descriptive statistics and the pre-test/post-test design were used to investigate the affective effects of RALL approach. The result showed that RALL promoted and improved students??? satisfaction, interest, confidence, and motivation at the significance level of 0.01. <s> BIB006 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> In this study, the researchers attempted to extend the concept of learning companions from the virtual world to the real physical environment and made a breakthrough in technique development of tangible learning robots. The aim of this study was to explore an innovative way by combining the speech recognition technology with educational robots in the hope that the state-of-the-art technology could provide learners with more opportunities of bi-directional language learning in the English class settings. The quasi-experimental design was adopted in this study and a total of 63 Taiwanese students in the fifth grade participated in the experiment. The results reveal that using the tangible learning companions in learning had positive effects on learners' learning motivation, confidence and engagement especially for the lower-achievement learners. Two learning methods were identified in the study, co-discovery and peer tutoring method. The co-discovery method enhanced the lower-achievement learners' learning involvement and their English speaking ability. Students perceived the tangible learning robots as friendly learning toys or ever like a patient instructor for practicing English conversation. Both English instructor and students agreed that uses of the tangible learning companions effectively improved the class atmosphere, and raised their and positive attitude toward learning English. <s> BIB007 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> This paper presents a design for a cutting-edge English program in which elementary school learners of English as a foreign language in Taiwan had lively interactions with a teaching assistant robot. Three dimensions involved in the design included (1) a pleasant and interactive classroom environment as the learning context, (2) a teaching assistant robot designed and built by the researchers as instructional technology (instructional tool/medium), and (3) the need for improved motivation and learning outcomes and positive learning experiences of the students as the core research problem. This Human–Robot Interaction (HRI) led to better pedagogical effects on learning and teaching by (1) employing a vivid, enjoyable teaching approach; (2) adopting practical, interesting learning materials; and (3) creating a natural, enjoyable learning context. Both quantitative and qualitative findings of this study indicate that the students' English learning experiences were enhanced, as were their motivation and learn... <s> BIB008 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Motivation <s> In this paper we aimed to explore young Iranian EFL learners’ attitude towards Robot Assisted Language Learning (RALL) in an English language classroom. To this end, 19 preschool children ranging from 3 to 6 years old were randomly assigned to a RALL group which had a robot as an assistant to the teacher. Their attitude towards the robot was video recorded for one month, during ten sessions of their English classroom course. Their overall attitude was examined focusing on the three factors of anxiety, motivation and interaction based on human-robot interaction (HRI) theory. The result of this study showed that children’s motivation increased as a result of interacting with the robot and their anxiety reduced because of the friendly atmosphere the robot created. The results provided some important insights for using robots in classroom settings for young EFL (English as Foreign Language) students which may be also helpful for the future investigators. <s> BIB009
Motivation is one of the most important and widely accepted factors in language learning success BIB002 BIB001 . Adding robots into the learning environment has been shown to cause profound changes in students' motivation to learn the target language, even when tested after two months of use BIB009 BIB003 BIB006 . Lee et al. showed that this was even the case for learners already at an intermediate level, elementary school students with some proficiency with the language BIB006 . The positive effect of robots on motivation persists even in comparison to other technological systems BIB004 and with their addition to typical classroom settings BIB007 BIB008 , though these studies have been much shorter. Over four sessions, Wu et al. tested the robot PET in the classroom, where it sang and danced, told stories, and helped children learn the alphabet and body-part names in English BIB008 . Both qualitative interviews and survey results supported the fact that adding the robot to the classroom led to a higher degree of motivation among students. It should be noted that robots that display higher non-verbal immediacy and that are more supportive will do better at increasing motivation than robots without these characteristics BIB005 .