Group Member Name:
Lê Đặng Quỳnh Anh
Đỗ Thị Bích Ngọc
Phạm Thị Thu Thảo
EXPERIENCES OF VIETNAMESE NON-ENGLISH MAJOR
SOPHOMORES IN USING AI CHATBOT ASSISTANTS TO IMPROVE
THEIR SPEAKING SKILLS
1. STATE SIX PURPOSES FOR CONDUCTING A LITERATURE
SEARCH.
Discovering important variables
Distinguishing what has been done from what needs to be done
Synthesizing and gaining perspective
Determining and supporting meanings and relationships
Establishing the context of a problem
Establish the significance of a problem
2. WHAT IS THE DIFFERENCE BETWEEN RESEARCH JOURNALS
AND OTHER TYPES OF JOURNALS OR MAGAZINES?
One distinction separates research journals from other types of Journals or
magazines. A research journal publishes reports of original research stud-ies,
including detailed statements of methodology and results. These journals are
refereed; that is, prior to publication, articles are reviewed and critiqued by
other researchers in the area, whose judgments guide decisions about
inclusion and exclusion (or improvement) of submissions. Because they
maintain such high standards, these journals usually reject at least half of the
manuscripts they receive. Non-refereed journals usually contain discursive
articles with occasional reviews or primary research articles included, but
these reports may be written in a less technical manner than research journal
articles to meet the needs of their readers. Researchers interested in technical
accounts and actual research results should consult research journals for
information about studies that interest them. A partial list of research
journals in educational areas appears in Figure 3.3.
3. LIST THREE RESEARCH JOURNALS IN EDUCATIONAL AREAS.
- Journal of English for academic purposes
[Link]
purposes
- English in Education [Link]
- English language teaching [Link]
4. RESEARCH FOR RELEVANT TITLES AND ABSTRACTS
The Effects of an Artificial Intelligence Voice Chatbot on Improving
Vietnamese Undergraduate Students’ English Speaking Skills
ABSTRACT: Speaking English skill is crucial and advantageous for
Vietnamese undergraduate students. Speaking English accurately and
fluently, however, has proven difficult for these students due to limited
English speaking environments, resulting in their insufficient language
proficiency and unwillingness to speak. While artificial intelligence (AI)
technologies are recommended as effective tools in foreign language
education for their flexibility, interactivity, and learner-centeredness,
enhancing students’ oral communication, little research has considered using
an AI voice chatbot to improve students’ English speaking skills in Vietnam.
Therefore, there are still gaps for this study to be conducted. An 8-week
quasi-experiment was conducted with 30 Vietnamese undergraduate
students. The participants were informed of research purposes,
implementation, and confidentiality. They practiced English speaking with
an AI voice chatbot in two class sessions per week, completed a pre-
experiment and post-experiment speaking test, responded to a questionnaire,
and participated in a semi-structured interview at the end. The results
revealed students’ significant improvement in English speaking skills after
using an AI voice chatbot to practice speaking with p < 0.05. The students
also agreed that their English speaking skills improved after the intervention
because they could speak English better by using suitable hedging words,
grammar structures, and vocabulary. The findings pose positive ways for
teachers to integrate the AI voice chatbot into their lesson plans for teaching
and learning activities. Some limitations were found related to sample size
and technological issues. The study brings about a new English learning
environment to the Vietnamese EFL undergraduate.
AI Chatbots Learning Model in English Speaking Skill: Alleviating
Speaking Anxiety, Boosting Enjoyment, and Fostering Critical Thinking
One of the most significant barriers to English learning for EFL (English as
a Foreign Language) students is a lack of practice environments.
Additionally, in the (EFL) classroom, emotions such as speaking anxiety and
language enjoyment may influence students’ performance. It is well
established that students’ achievement is harmed by foreign language
anxiety. Artificial Intelligence (AI) advancements present an opportunity to
solve this issue. AI chatbots are capable of deciphering the meanings of
users’ comments and responding appropriately and have been built to engage
with users using natural language. Language teachers and researchers have
recommended the use of chatbots as tools of learning that would help to
facilitate the implementation of language learning by acting as a speaking
partner or tutor. In this research design, AI chatbot is employed in Casual
Conversation Course as self-regulated learning for facilitating students’
speaking performance and interactions during the learning process in a
university speaking classroom. By a preceding conversation with AI chatbot,
it will alleviate speaking anxiety, boost learning enjoyment, and foster
students’ critical thinking. In-depth interviews were delivered to four
interviewees to ascertain the designed learning model from the teachers’
viewpoint. The result indicates that the proposed model is expected to be
able to aid the learning process and so achieve the course’s objectives more
effectively than conventional models.