A Systematic Review of Exploring the Potential of Teachable Agents in English Learning
Divya Baranwal 1 *
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1 PhD Scholar, National Dong Hwa University, TAIWAN
* Corresponding Author

Abstract

Language learning has dramatically influenced the extensiveness of web-based learning, AI applications, smart content, personalized tutoring systems, virtual facilitators. This paper aims to review the empirical evidence on the application of intelligent agents in English learning to define the future research perspectives of Teachable Agents-assisted English education. After a systematic online data search, the investigator analyzed nine empirical studies on how Teachable agents have potential English teaching and learning benefits. The results indicate that (1) most studies conducted with large sample size at university level followed by elementary level, (2) instructional design were in dialogue and image form, (3) emerged two categories- Interaction and integration, (4) most of them used experimental research in different settings. This study suggests that TAs substantially play a supportive role, enhance their involvement, scaffold their learning, and become self-regulated learners. Hence, we prospect the need for a future-oriented vision regarding AI and intelligent technologies- assisted language learning for non-native speakers.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

https://doi.org/10.29333/pr/11553

PEDAGOGICAL RES, 2022 - Volume 7 Issue 1, Article No: em0117

Publication date: 14 Jan 2022

Article Views: 519

Article Downloads: 208

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