A Review of the Literature on Artificial Intelligent Speech-Recognition Chatbots for Second Language Learning

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dc.contributor.authorGauthier, Elizabeth
dc.contributor.authorDressler, Roswita
dc.date.accessioned2024-10-18T21:21:02Z
dc.date.available2024-10-18T21:21:02Z
dc.date.issued2024-10
dc.description.abstractPurpose: This literature review provides an overview of articles that discuss the key factors, concepts, and variables that describe how conversational artificial intelligent (AI) technologies support second language learning, as well as the challenges to such technologies' ability to support language learning. Methods: We conducted a search of scholarly literature from 2020-2024. The search was conducted in English. The literature review included articles found based on key searches, including “speech recognition chatbots,” “language learning,” “conversational AI,” “artificial intelligence,” “large language models,” “natural language processing,” and “language acquisition.” We addressed the question: To what extent can conversation AI technologies support second language learning? Results: We found 18 relevant research articles which revealed four themes (1) willingness to communicate, (2) authentic contextualized practice, (3) immediate individualized feedback, and (4) flexible system design. All literature included are research studies, sixteen peer-reviewed and two ahead-of-print. The findings revealed that conversational AI technologies are based primarily on support for willingness to communicate, authentic contextualized practice, immediate and individualized feedback, and flexible and interactive system design. Implications: The literature review revealed that to a great extent conversational technologies are emerging as supports for second language learning due to the innovation of human-ness, system design, and program implementation. Thus, it is important to select appropriate conversational AI technologies based on the learner’s age, level, language, country, and interests for the learner to cognitively, emotionally and socially engage in speaking. In addition, implementing strategies like teacher preparation and intervention, including teaching how to properly use the technology, consistent check-ins and lessons designed for technology use, is essential to improve future use of conversation AI for supporting second language learning.
dc.identifier.citationGauthier, E., & Dressler, R. (2024). A review of the literature on artificial intelligent speech-recognition chatbots for second language learning. University of Calgary.
dc.identifier.urihttps://hdl.handle.net/1880/119981
dc.language.isoen
dc.publisher.institutionUniversity of Calgary: Werklund School of Education
dc.rightsCC BY 4.0
dc.rights.urihttp://creativecommons.org/licenses/by/2.5/ca/
dc.subjectartificial intelligence
dc.subjectintelligent personal assistants
dc.subjectautomatic speech recognition chatbots
dc.subjectvoice chatbots
dc.subjectvoice-enabled chatbots
dc.subjectvirtual tutors
dc.subjectvirtual human
dc.subjectsecond language learning
dc.subjectconversational AI
dc.subjectnatural language processing
dc.subjectmachine learning
dc.subjectlarge language models
dc.titleA Review of the Literature on Artificial Intelligent Speech-Recognition Chatbots for Second Language Learning
dc.typeArticle
ucalgary.scholar.levelUndergraduate
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