Chatbot Experiences of Informal Language Learners: A Sentiment Analysis

Autor/inn/en	Alm, Antonie; Nkomo, Larian M.
Titel	Chatbot Experiences of Informal Language Learners: A Sentiment Analysis
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 4, S.51-65, Artikel 4 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020100104
Schlagwörter	Informal Education; Second Language Learning; Second Language Instruction; Computer Mediated Communication; Computer Software; Native Speakers; Computer Assisted Instruction; Web Sites; Dialogs (Language); Social Media; Social Networks; Comparative Analysis; Student Attitudes; Goal Orientation + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Computerkonferenz; Muttersprachler; Computer based training; Computerunterstützter Unterricht; Web-Design; Dialog; Dialogs; Dialogue; Dialogues; Soziale Medien; Social network; Soziales Netzwerk; Schülerverhalten; Zielorientierung; Zielvorstellung
Abstract	In 2016, a number of language applications released chatbots to complement their programmes. Used primarily in informal learning settings, chatbots enable language learners to engage in conversational speaking practice, which can be perceived as less threatening than face-to-face interactions with native speakers. This study takes a closer look at four second language (L2) chatbots--Duolingo, Eggbun, Memrise, and Mondly--and analyses the experiences which informal language learners expressed on various online platforms (e.g., Duolingo forum, Memrise community, Reddit). Results indicate a degree of curiosity and a willingness to engage in conversation with chatbots. However, learners expressed frustration if the dialogues did not correspond to their learning goals or if they were excluded from using the bots because of technical or payment issues, or discontinuation of services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01