TASK 2 [Article Review]

TSL 641 : COMPUTER ASSISTED LANGUAGE LEARNING

TASK 2 (10%)

Article Review

The article reviewed is linked here: The EUROCALL Review

A. Citation of the Article

a. Title: An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

b. Journal: Issue Number 13, March 2008 [ISSN: 1695-2618]

    Editor: Ana Gimeno

c. Author: Professor David Coniam; BA (Southampton), CertEd (Leicester), MA, PhD (Birmingham)

                   Professor and Department Chair

                   Department of Curriculum and Instruction

                   Faculty of Education

                   The Chinese University of Hong Kong (Sha Tin, Hong Kong)

                   [more info on the author: CUHK Official Website]

B. Summary of the Article

This research paper is the second out of a two-series paper, aimed to explore the potential of chatbots for ESL learning from the perspective of their features, functionality and usability in pedagogical conditions. It is also to evaluate the chatbots’ ability in handling language and taking part in the conversation; and has presented some of their potential in the ESL classroom. The paper also reports on the use of some chatbots in the ESL classroom. The linguistic aspects are not being discussed on as it is already done in the first paper.

The methodology used for this research is by evaluating six chatbots that are available either online or for purchase. Each chatbot was evaluated by at least one evaluator who spent between 8 and 10 hours on average, working on their assigned chatbots. These evaluators subsequently use these chatbots they have evaluated, for their ESL lessons where they teach, and then to provide an analysis. All the analysis was computerized on new-running Windows XP and via broadband Internet connections.

The samples for this research, who evaluated the chatbots were ESL trainee teachers (all of whom scored level 7 or above in IELTS) in their final year of a four-year B.Ed. programme. They were reviewing and exploring the potential of chatbots in the ESL classroom as part of a 39-hour (three-unit) CALL course, which they enrolled in their ESL teacher education programme.

The research found that chatbots perform best when the language input consists of one-clause sentences, the proposition is straight-forward, and the topic is an everyday one (Coniam, 2008). The chatbots also have a potential to provide convenient conversing environment for learners to conduct authentic interactions in the target language either through writing or through speaking. The transcripts that some chatbots provide may also be a source of the target language, apart from becoming a conversation stimulator conducting conversations with users on various topics and as a second language learning support (although there is not much of this feature in most chatbots). The chatbots also allows learners to conduct dialogues, where they will get responses and feedbacks. There is also a gradual emergence of chatbots which will accept voice recognition.


C. Reaction

The research interest me as a trainee ESL teacher, and I think the research is well-conducted although there a few loopholes that had been overseen. The research has provided data and background information about the chatbots that are sufficient; it discussed the broad advantages of the usage of chatbots in the ESL classroom, and how they can help as a medium for the language learning. However, one would like to know, how this research is consistent and coherent as it only tested six chatbots out of the many more. Although it is stated that the criteria for choosing the chatbots are based on its appearance and functions, it is not stated what sort of appearance they were specifically looking for. Or instead, maybe all the evaluators can examine all the six chatbots, to be get better coherence.


Apart from that, to ensure that the findings are accurate, the samples should be the learners of the language, instead of the trainee teachers. The teacher may be the body to facilitate this research, but the results should be derived from the learners who used the chatbots. In the findings, the researcher may provide some suggestions to overcome the lack of balance in the usage for all four skills of the language learning (writing, reading, speaking and listening). Also, there is no clear conclusion to whether or not the chatbots are an effective tool for the ESL learning.

Concurrently, this research has little implication to the teaching and learning of ESL in the Malaysian context, although in general it is a bright beginning of an emerging trend of the usage of chatbots in ESL lessons. In Malaysia, chatbots could be used for the both urban schools, or advanced learners to practice their language competency and also for beginners and the more rural schools for emaningful learning. As chatbots emphasize more on the content rather than just the technicalities, it is very useful for supplementary activity after some knowledge input from teachers.

In fact, because of its flexibility in the levels of the language usage, chatbots are a medium or an avenue for students to practice their language use in a non-patronizing way. Other thatn that, chatbots could be a tool or a transport for students to progress in their language competency in a more subtle but effective way. There are certain aspect of scaffolding in the chatbot programs and teachers may give some guidance to the students while using chatbots without spoon-feeding them. All in all, chatbots are very useful and should be integrated more in the teaching and learning of ESL, be it in Malaysia, or anywhere else in the world.