Enhancing Language Education through Social Robots

A Study on Robot Literacy and the Use of Oral Communication Strategies in L2

Abstract

This article explores the long-term child-robot interaction (CRI) in the context of robot-assisted language learning (RALL). More specifically, we examined how robot literacy, the ability to have appropriate relations and interactions with a robot, manifested itself in the use of L2 communication strategies in French as a second language (L2). Our primary research question centres on the role of familiarity with the robot and the development of robot literacy through engagement in L2 interaction. We compared the experiences of fourth graders who had interacted with a social robot over a prolonged period with fifth graders without such experience. A usage-based approach to examine L2 oral communication strategies, including conversation management, was employed. The findings revealed that robot literacy positively impacted learners’ willingness to communicate with the robot and their L2 interactional skills. This improved their communication strategies, and understanding of language structures. Unlike previous studies emphasizing the positive impact of novelty in RALL, this study suggests that long-term familiarity might, in fact, benefit the learners more in a one-on-one setting. The research underscores the importance of robot literacy and familiarity in shaping effective engagement and language development outcomes. It contributes to the CRI discourse and highlights the intertwined relationship between technology, education, and societal progress. Overall, the study posits that enhancing robot literacy equips learners with skills to navigate the evolving technological landscape, fostering social and linguistic sustainability.