An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities
Abstract The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-09-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s40862-019-0075-5 |
| _version_ | 1818420004592287744 |
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| author | Minoo Alemi Shirin Bahramipour |
| author_facet | Minoo Alemi Shirin Bahramipour |
| author_sort | Minoo Alemi |
| collection | DOAJ |
| description | Abstract The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend in using technology to teach classes called Robot Assisted Language Learning (RALL). To this end, participants were divided into 2 groups of five, one with the help of the robot (RALL) and one without (non-RALL). Both groups received the same lessons to learn 40 English vocabulary in 8 sessions. To measure the results, three English tests were run at different times during the teaching sessions (a pre-test, post-test, and a delayed post-test). The independent sample t-test on gain scores from pre-test to post-test revealed that there was a significant difference between the gains of the RALL group (M = 12.40) and the non-RALL group (M = 8.40), which indicates that RALL instruction had a large effect on the participants’ English vocabulary improvement. Moreover, while both RALL and non-RALL groups retained the taught vocabulary, the RALL group showed a more satisfying result. The findings of this study demonstrate the positive effects of using a humanoid robot to facilitate vocabulary learning and retention among people with Down syndrome who have issues with both language learning and verbal short-term memory and need to learn through visual activities, gestures, and games. This study could be a starting point for a new line of research in second or foreign language instruction specific to people with Down syndrome. |
| first_indexed | 2024-12-14T12:47:34Z |
| format | Article |
| id | doaj.art-6330882df1ab433c900589a03e4a0765 |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-12-14T12:47:34Z |
| publishDate | 2019-09-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-6330882df1ab433c900589a03e4a07652022-12-21T23:00:45ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692019-09-014112210.1186/s40862-019-0075-5An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilitiesMinoo Alemi0Shirin Bahramipour1Department of English Language Teaching, Faculty of Humanities, Islamic sAzad University, West Tehran BranchIslamic Azad University, West Tehran BranchAbstract The present case study investigated the probable effect of applying a humanoid robot as a teacher-assistant for learning and retention of English vocabulary among 10 Iranian foreign language learners with intellectual disabilities, more specifically Down syndrome. This method is a new trend in using technology to teach classes called Robot Assisted Language Learning (RALL). To this end, participants were divided into 2 groups of five, one with the help of the robot (RALL) and one without (non-RALL). Both groups received the same lessons to learn 40 English vocabulary in 8 sessions. To measure the results, three English tests were run at different times during the teaching sessions (a pre-test, post-test, and a delayed post-test). The independent sample t-test on gain scores from pre-test to post-test revealed that there was a significant difference between the gains of the RALL group (M = 12.40) and the non-RALL group (M = 8.40), which indicates that RALL instruction had a large effect on the participants’ English vocabulary improvement. Moreover, while both RALL and non-RALL groups retained the taught vocabulary, the RALL group showed a more satisfying result. The findings of this study demonstrate the positive effects of using a humanoid robot to facilitate vocabulary learning and retention among people with Down syndrome who have issues with both language learning and verbal short-term memory and need to learn through visual activities, gestures, and games. This study could be a starting point for a new line of research in second or foreign language instruction specific to people with Down syndrome.http://link.springer.com/article/10.1186/s40862-019-0075-5English vocabularyHumanoid robotIntellectual disabilitiesForeign language learnersRALL |
| spellingShingle | Minoo Alemi Shirin Bahramipour An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities Asian-Pacific Journal of Second and Foreign Language Education English vocabulary Humanoid robot Intellectual disabilities Foreign language learners RALL |
| title | An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities |
| title_full | An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities |
| title_fullStr | An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities |
| title_full_unstemmed | An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities |
| title_short | An innovative approach of incorporating a humanoid robot into teaching EFL learners with intellectual disabilities |
| title_sort | innovative approach of incorporating a humanoid robot into teaching efl learners with intellectual disabilities |
| topic | English vocabulary Humanoid robot Intellectual disabilities Foreign language learners RALL |
| url | http://link.springer.com/article/10.1186/s40862-019-0075-5 |
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