Using a Messenger Bot as a Tool for Providing Written Corrective Feedback: Examining L2 Development and Learners’ Attitudes

الموضوعات : Research in English Language Pedagogy

Maryam Abdollahzadeh ¹ (Department of English, Maybod Branch, Islamic Azad University, Maybod, Iran)
Mohammad Golshan ² (Department of English, Maybod Branch, Islamic Azad University, Maybod, Iran)
Hamid Allami ³ (Department of English, Tarbiat Modarres University, Tehran, Iran)

تاريخ الإرسال : 29 السبت , ربيع الثاني, 1443 تاريخ التأكيد : 15 الثلاثاء , جمادى الثانية, 1443 تاريخ الإصدار : 07 الخميس , جمادى الأولى, 1444

الکلمات المفتاحية: Grounded Theory, CALL, messenger bot, definite/indefinite articles, Written corrective feedback,

ملخص المقالة :

The current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using the messenger bot, which worked as a medium for providing WCF on the TOEFL iBT speaking task II. Seventy male and female TOEFL candidates (mean age: 26, range: 18-34) chosen through convenience sampling participated in the study. Before the treatment, the participants in all groups were given a proficiency test and a speaking pre-test. Then, they were randomly assigned to one of the three groups: one received WCF on their errors in the use of articles through the bot (MB group, n=30); the second one received WCF in traditional classes (TF group, n=20); and the participants in the third group received no feedback and followed the normal course of instruction (NF group, n=20). Subsequently, all groups participated in a post-test The results of the mixed between-within subjects, ANOVA, showed that the MB group significantly outperformed the other two groups and there was not a significant difference between the TF and NF groups. The participants’ attitudes toward receiving WCF through the bot were elicited through in-depth semi-structured interviews. The transcribed interviews were then analyzed using the first two phases of the grounded theory, and two main themes of pedagogical applications and technological issues emerged. The implications stemming from the findings concerned the efficacy of using the messenger bot in providing corrective feedback.

المصادر:

Abushawar, B. A., & Atwell, E. (2007). Chatbots: Are they really useful? Ldv Forum, 22(1), 29-49.

Akcora, D. E., Belli, A., Berardi, M., Casola, S., Di Blas, N., Falletta, S., Faraotti, A., Lodi, L., Diaz, D. N., Paolini, P., & Renzi, F. (2018). Conversational support for education. International Conference on Artificial Intelligence in Education.

Alavi, M., & Leidner, D.E. (2001) Knowledge management and knowledge management systems: Conceptual foundations and research issues. 3 Quarterly, 25, 107-136. http://dx.doi.org/10.2307/3250961

Aljaafreh, A. L. I., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 75(4), 465-483.

Andreev, R., Terzieva, V., & Kademova-Katzarova, P. (2009). An approach to the development of personalized e-learning environment for dyslexic pupils’ acquisition of reading competence. Proceedings of the International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing - CompSysTech ’09, 1. https://doi.org/10.1145/1731740.1731829

Athanaselis, T., Bakamidis, S., Dologlou, I., Argyriou, E. N., & Symvonis, A. (2014). Making assistive reading tools user friendly: A new platform for Greek dyslexic students empowered by automatic speech recognition. Multimedia Tools and Applications, 68(3), 681-699. https://doi.org/10.1007/s11042-012-1073-5

Beatty, K. (2003). Teaching and researching computer-assisted language learning. Longman.

Bii, P. (2013). Chatbot technology: A possible means of unlocking student potential to learn how to learn. Educational Research, 4(2), 218-221.

Bii, P., Too, J., & Langat, R. (2013). An investigation of student’s attitude towards use of chatbot technology in instruction: The case of Knowie in a selected high school. Education Research, 4(10), 710-716.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74. https://doi.org/10.1080/0969595980050102

Bonk, C. J., & Cunningham, D. J. (1998). Searching for learner-centered, constructivist, & sociocultural components of collab educ lrng tools. In C. J. Bonk, & K. S. King (Eds.), Elec collaborators: Learner-centered tech’s for literacy, apprenticeship, & discourse (pp. 25-50). Erlbaum.

Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.

Brinton, C. G., Rill, R., Ha, S., Chiang, M., Smith, R., & Ju, W. (2015). Individualization for education at scale: MIIC design and preliminary evaluation. IEEE Transactions on Learning Technologies, 8(1), 136-148.

Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Study in Second Language Acquisition, 15, 357-386.

Chuang, Y. H., & Tsao, C. W. (2013). Enhancing nursing students’ medication knowledge: the effect of learning materials delivered by short message service. Computers & Education, 61, 168-175.

Doff, A. (1998). Teach English: A training course for the teacher. Cambridge University Press.

Egbert, J. L. (2005). Conducting CALL research. In J. L. Egbert & G. M. Petrie (Eds.), CALL research perspectives (pp. 3-8). Lawrence Erlbaum.

Ellis, R., & Barkhuzien, G. (2005). Analyzing learner language. Oxford University Press.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. Routledge.

Gehl, R. W. (2014). Teaching to the Turing Test with Cleverbot. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 24(1-2), 56-66.

Guanuche, A., Eiriz, O., & Espi, R. (2020). Corrective feedback through mobile apps for English learning: A review. In Narváez, F. R., Vallejo, D. F., Morillo, P. A., & Proaño, J. R. (Eds.), Smart technologies, systems and applications: First international conference, SmartTech-IC (pp. 229–242). Springer.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487

Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157-168.

Jia, J., & Ruan, M. (2008). Use chatbot CSIEC to facilitate the individual learning in English instruction: A case study. Intelligent Tutoring Systems, 70a6-708.

Junco, R., & Cotten, S. R. (2011). Perceived academic effects of instant messaging use. Computers & Education, 56(2), 370-378.

Karaagac, K., &Threlfall, J. (2004). The tension between teacher beliefs and teacher practice: The impact of work setting. Proceedings of 28^thannual conference for the Psychology of Mathematics Education (PME), 3, 137-144.

Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210. https://doi.org/10.2307/40264516 

Kim, N. Y. (2017). Effects of different types of text-based chat on Korean EFL students’ writing performance. Korean Journal of Linguistics, 42(3), 277-301.

Kim, H., Shin, D. K., Yang, H., & Lee, J. H. (2019). A study of AI chatbot as an assistant tool for school English curriculum. Journal of Learner-Centered Curriculum and Instruction, 19(1), 89-110.

 Kim, N. Y., Cha, Y., & Kim, H. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning, 22(3), 32-53.

  Klimova, B., & Maresova, P. (2017). Computer-based training programs for older people with mild cognitive impairment and/or dementia. Frontiers in Human Neuroscience, 11,  https://doi.org/10.3389/fnhum.2017.00262

Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.

Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.

Malouf, D. B. (1988). The effect of instructional computer games on continuing student motivation. The Journal of Special Education, 21(4), 27-38. https://doi.org/10.1177/002246698802100406

Mayer, R. E., & Moreno, R. (2010). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801

Nassaji, H. (2017). The effectiveness of extensive versus intensive recasts for learning L2 grammar. The Modern Language Journal, 101(2), 353-368.

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. ESL & Applied Linguistics Professional Series. Routledge Taylor & Francis Group.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House Publishers.

Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

Pokatilo, A. (2016). Chatbots take education to the next level. Chatbot News Daily. Retrieved from https://chatbotnewsdaily.com/chatbots-take-education-to-the-next-level-23bc02cdbccf

Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561.

Ricci, K. E., Salas, E., & Cannon-bowers, J. A. (1996). Do computer-based games facilitate knowledge acquisition and retention? Military Psychology, 8(4), 295-307. https://doi.org/10.1207/s15327876mp0804_3

Riel, J. (2016). How chatbots can help with learning. University of Illinois Chicago (UIC). College of Education. https://education.uic.edu/academics-admissions/student-life/how-chatbotscan-help-learning

Sanz, C., & Morgan-Short, K. (2004). Positive evidence versus explicit rule presentation and explicit negative feedback: A computer-assisted study. Language Learning, 54, 35-p78.

Schmulian, A., & Coetzee, S. A. (2018). The development of Messenger bots for teaching and learning and accounting students’ experience of the use thereof. British Journal of Educational Technology, 1-27. doi:10.1111/bjet.12723

Shumin, K. (2002). Factors to consider: Developing adult EFL students speaking abilities. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in Language Teaching (pp. 204-211). Cambridge University Press.

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795

So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. The Internet and Higher Education, 31, 32-42.

Sun, Z., Lin, C. H., Wu, M., Zhou, J., & Luo, L. (2018). A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248–261.

Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Macmillan Education.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Weizenbaum, J. (1966). "ELIZA—a computer program for the study of natural language communication between man and machine". Communications of the AC, 9, 36–45.

Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge University Press.

Williams, T. C., & Zahed, H. (1996). Computer-based training versus traditional lecture: Effect on learning and retention. Journal of Business and Psychology, 11(2), 297-310. https://doi.org/10.1007/BF02193865

Winkler, R., & Sollner, M. (2018). Unleashing the potential of chatbots in education: A state-of-the-art analysis. Academy of Management Annual Meeting (AOM), Chicago, USA. https://doi.org/10.5465/AMBPP.2018.15903

Winne, P. H., & Butler, D. L. (1994). Student cognition in learning from teaching. In T. Husen & T. Postlewaite (Eds.), International encyclopedia of education (2nd ed., pp.5738-5745). Pergamon.

Yoo, Y. (2010). Computing in everyday life: A call for research on experiential computing. MIS Quarterly, 34(2), 213-231. https://doi.org/10.2307/20721425