The use of artificially intelligent chatbots in English language learning: A systematic meta-synthesis study of articles published between 2010 and 2024

Збережено в:

Бібліографічні деталі
Опубліковано в::	ReCALL : the Journal of EUROCALL vol. 37, no. 1 (Jan 2025), p. 4
Автор:	Koç, Fatma Şeyma
Інші автори:	Savaş, Perihan
Опубліковано:	Cambridge University Press
Предмети:	Qualitative research Pedagogy Language acquisition English language Chatbots English as a second language learning English as a second language Foreign language learning Synthesis Teachers Data analysis Qualitative analysis Human-computer interaction Artificial intelligence Trends Computer assisted language learning Voice recognition Natural language processing Language teachers Voice Property Learning Teaching Intelligence Guidelines Literature Reviews Educational Resources Influence of Technology Researchers Computers Learning Experience English (Second Language) Meta Analysis Speech Second Languages Reference Materials Goal Orientation Databases Search Strategies Information Seeking English Teachers Language Processing Database Management Systems English
Онлайн доступ:	Citation/Abstract Full Text Full Text - PDF
Теги:	Додати тег Немає тегів, Будьте першим, хто поставить тег для цього запису!

Опис
Короткий огляд:	In this qualitative systematic meta-synthesis study, 57 studies from the international literature published between 2010 and 2024 on the use of voice-based artificially intelligent chatbots in English language learning were analyzed. The present study aimed to explore the most recent studies on this topic by investigating the theoretical frameworks, methodological and technological properties, user reports of chatbot usage experience, and pedagogical implementations. It sought to identify research and implementation trends for voice-based chatbots via qualitative data analysis methods. Based on the reviewed studies, this paper presents data-based pedagogical implications that align with the latest voice-based AI chatbot research trends.
ISSN:	0958-3440 1474-0109
DOI:	10.1017/S0958344024000168
Джерело:	Psychology Collection