Literature Review 2

Sha, Guoquan(2009) AI-based chatterbots and spoken English teaching: a critical analysis. Computer Assisted Language Learning, 22(3), 269 — 281.

This survey offers a comprehensive examination on the use of chatterbots based on artificial intelligence in spoken English teaching. Equipped with a theoretical background in interactionism, Chatterbots were designed to create a virtual environment for conversations in either voice or text form. Based on its knowledge base and methodology, the author evaluated chatterbots by several detailed examples in the process and presented the advantages and limitations of the system. In the study, the author performed a classroom survey to examine how it worked out among the language learners. As the new teaching method, chatterbots are still in the initial phase and developments are required. As it is not a methodology that cures all the problems, the knowledge base of chatterbots is significant and it should be well adapted before the operation of chatterbots. With more students’ favorite topics and natural scenarios of daily life involved, chatterbots would produce better results as expected.

Literature Review 1

Chiu, T., Liou, H., & Yeh, Y. (2007). A study of web-based oral activities enhanced by automatics speech recognition for EFL college learning. Computer Assisted Language Learning, 20(3), 209-233.

In this study, Chiu, Liou and Yeh(2007) investigate the effectiveness of CandleTalk, a simulated conversation environment, among EFL learners in Taiwan.

A group of English major students and a group of non-English major students received six-week training through CandleTalk to develop oral competence. Data collection encompasses two types of instruments: One is Discourse Completion Test (DTC) which was used to assess students’ oral proficiency in the pretest and posttest, and one was a questionnaire evaluating the system design.

The results show that both groups of learners improved their oral production and the non-English major groups had better achievement than that of the English major group. Most learners had positive perception towards CandleTalk.

A few limitations still exist in the study. First, the assessment test used in this project is not good enough to present learners’ ability of using the speech acts. Second, the implementation period should be extended to demonstrate learners’ achievements. Last, future researcher may explore more potential of system designs in different aspects of teaching.