Adding communicative and affective strategies to an embodied conversational agent to enhance second language learners' willingness to communicate
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This paper describes an embodied conversational agent enhanced with specific conversational strategies aiming to foster learners’ readiness towards communication in a second language (L2). Willingness to communicate (WTC) in a second language is believed to have a direct and sustained influence on learners’ actual usage frequency of the target language. To help overcome the lack of suitable environments for increasing L2 learners’ WTC, our approach is to build embodied conversational agents that can help learners surmount their apprehension towards communication in L2. Here, we focus on the dialogue management aspects of our approach and propose a model based on a set of communication strategies (CS) and affective backchannels (AB) to foster such agents’ ability to carry on natural and WTC-friendly conversations with learners. We examined learners’ expected WTC after interacting with one of the following versions of the system: an agent featuring both CS and AB; an agent featuring only CS; and an agent featuring only AB. The results suggested that combining CS and AB empowers the conversational agent and leads to higher expected WTC among L2 learners. We also found that even the AB-only version of the system had the potential to enhance WTC to some extent. These findings are evidence of the feasibility of enhancing L2 learners’ engagement towards communication using a computer-based environment coupled with appropriate conversational strategies.
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AI-based conversational agents enhanced learners' motivation to communicate in the target language.
“Moreover, AI-based conversational agents enhanced learners’ motivation to communicate in the target language [26].”
Chatbots acted as learning partners by chatting and interacting with learners through voice and text.
“Chatbots also acted as learning partners by chatting and interacting with learners through voice ([26,28,52,47,53]) and text ([27,41]).”
Conversational agents such as MOCA significantly improved learners' learning performance.
“Furthermore, conversational agents such as MOCA ([26,45]) enhanced learner engagement in EFL collaborative tasks and significantly improved their learning performance [26] but needed a moderate level of motivation [45].”
Conversational agents such as MOCA enhanced learner engagement in EFL collaborative tasks.
“Furthermore, conversational agents such as MOCA ([26,45]) enhanced learner engagement in EFL collaborative tasks and significantly improved their learning performance [26] but needed a moderate level of motivation [45].”
Interactive tools such as chatbots kept learners motivated and engaged, while allowing them to learn EFL in an exciting and relaxing atmosphere.
“Interactive tools such as chatbots kept learners motivated and engaged, while allowing them to learn EFL in an exciting and relaxing atmosphere ([26,41,42,45]).”
AI-based conversational chatbots significantly improved EFL learners' engagement.
“These studies revealed that AI-based conversational chatbots significantly improved EFL learners’ engagement.”
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- Authors
- Ayedoun, E., Hayashi, Y., & Seta, K.
- Affiliations
- Osaka Prefecture University (JP)
- Corresponding author
- Ayedoun, Emmanuel
- Venue
- International Journal of Artificial Intelligence in Education
- Publisher
- Elsevier BV
- Published
- 2019-03
- Volume
- 29
- Issue
- 1
- Pages
- 29-57
- ISSN
- 1560-4292 (ISSN-L)
- OpenAlex
- W2887720395
- Cited by
- 128
- References
- 72
- Citations by year
- 2026: 13 · 2025: 30 · 2024: 25 · 2023: 23 · 2022: 17 · 2021: 13 · 2020: 6 · 2019: 1
- FWCI
- 2.80
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Artificial Intelligence in Education (publishedVersion, cc-by)
- Funders
- Japan Society for the Promotion of Science (18H03345, 18J22445)
- Topics
- Physical Sciences › Computer Science › Artificial Intelligence › Speech and dialogue systems
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- embodied conversational agents, willingness to communicate, second language acquisition, communication strategies, dialogue management, computer-assisted language learning, student engagement
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