| Title: |
The AI Chatbot Interaction for Semantic Learning: A Collaborative Note-Taking Approach with EFL Students |
| Language: |
English |
| Authors: |
Mei-Rong Alice Chen (ORCID 0000-0003-2722-0401) |
| Source: |
Language Learning & Technology. 2024 28(1). |
| Availability: |
National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Artificial Intelligence; Computer Software; Synchronous Communication; Semantics; Cooperative Learning; Notetaking; English Language Learners; English (Second Language); Technology Uses in Education; Retention (Psychology); Knowledge Level; Learner Engagement; Pretests Posttests; Private Colleges; Metacognition; Anxiety; Self Efficacy; Teaching Methods; Information Technology |
| ISSN: |
1094-3501 |
| Abstract: |
This study explores the impact of an innovative approach that combines artificial intelligence (AI) chatbot support with collaborative note-taking (CNT) in the comprehension of semantic terms among English as a Foreign Language (EFL) learners. Given the significance of semantics in English language learning, traditional didactic methods often present challenges for EFL learners. The proposed AI chatbot-supported approach aims to foster learner interaction, while the CNT strategy focuses on enhancing knowledge retention and engagement with learning materials. Conducted as a quasiexperimental pre-test-post-test design, the study involved 60 English language and literature majors from a non-English-speaking area enrolled at a private university. Participants were divided into the AI chatbot-supported and CNT (AI-CNT) group and the conventional CNT (cCNT) group. Results indicated that the AI-CNT group outperformed the cCNT group across various dimensions of semantic learning outcomes, including performance, achievement, self-efficacy, metacognition, and anxiety reduction. This study highlights the potential of integrating AI chatbot support and the CNT strategy to significantly enhance the EFL semantic learning experience. The personalized and interaction-based linguistic practices, enriched with feedback and emotional support, offer a promising avenue for advancing language learning outcomes in the digital age. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Access URL: |
https://hdl.handle.net/10125/73586 |
| Accession Number: |
EJ1436188 |
| Database: |
ERIC |