Proposing a task-oriented chatbot system for EFL learners speaking practice
Abstract
Many learners of English as a foreign language often feel that learning spoken English is frustrating and quite difficult, especially when they have to talk to English-speaking foreigners. In general, because they are unfamiliar with the spoken mode of English and are worried about making grammatical errors, they often feel very scared to speak English. Furthermore, spoken language and reading differ in many ways. For instance, when seeing text containing new words, learners can stop and look up words in a dictionary. Additionally, a passage can be read multiple times by learners to understand it. Conversely, spoken language must be understood immediately in order to communicate effectively. The purpose of this study is to propose an interactive chatbot system named TPBOT which stands for “TOEIC Practice Chatbot” for EFL learners to eliminate their fear of speaking English and enable them to chat with online chatbots to practice spoken English at any time. This TPBOT would be very helpful to eliminate learners’ anxiety about speaking a foreign language with foreigners.Participants in this study are Taiwanese students whose oral scores on the TOEIC® test are below 100. They hope to improve their oral English ability after participating in the four-month experiment. The results have shown that students are satisfied with using this TPBOT and believe that it has indeed helped them improve their English speaking skills. Obviously, the TPBOT was very effective for the intended purpose. For educators, the TPBOT is very useful to build learning content in the TPBOT, provide learners with interactive exercises and improve learning effects.
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Speaking test scores in the experimental group were significantly higher than those of the control group after the four-month experiment.
“However, speaking test scores in the experimental group were significantly higher than those of the control group after the four-month experiment [49].”
From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [49]
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- Authors
- Hsu, M.-H., Chen, P.-S., & Yu, C.-S.
- Affiliations
- Chang Gung University of Science and Technology (TW)
- Central Police University (TW)
- National Taipei University of Technology (TW)
- Corresponding author
- Chen, Pei-Shih
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2021-08-13
- Volume
- 31
- Issue
- 7
- Pages
- 4297-4308
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W3194282707
- Cited by
- 119
- References
- 23
- Citations by year
- 2026: 24 · 2025: 44 · 2024: 28 · 2023: 18 · 2022: 4 · 2021: 1
- FWCI
- 50.37
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- chatbots, TOEIC, task-based learning, student satisfaction, interactive learning materials, English speaking skills
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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