Abstract
Conducting a multiparty conversation among two robots and a human learner for the purpose of language learning is a novel idea. It can help in conveying grammatical information to the human learner in an implicit manner. The main focus in this paper is the quantification of the level of retention of what was learned implicitly over a period of four weeks. We had evaluated the utterances of the human learners on the level of similarity of n-grams with a reference answer, and on the basis of grammatical correctness of use. The experiments revealed effect of repletion of implicit learning for learning corrective use of grammatical patterns.
A. Khalifa—Lecturer at Computer Science and Engineering College in Taibah University, Medina, Saudi Arabia. Currently studying at Doshisha University.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Pickering, M.J., Garrod, S.: Toward a mechanistic psychology of dialogue. Behav. Brain Sci. 27(2), 169–190 (2004)
Reber, A.S.: Implicit learning of artificial grammars. J. Verbal Learn. Verbal Behav. 77, 317–327 (1967)
Fandrianto, A., Eskenazi, M.: Prosodic entrainment in an information-driven dialog system. In INTERSPEECH, pp. 342–345 (2012)
Kanda, T., Hirano, T., Eaton, D., Ishiguro, H.: Interactive robots as social partners and peer tutors for children: a field trial. Hum.-Comput. Interact. 19(1), 61–84 (2004)
Lee, S.: On the effectiveness of robot-assisted language learning. ReCALL 23(01), 25–58 (2011)
Belpaeme, T., et al.: L2TOR-second language tutoring using social robots. In: Proceedings of International Workshop on Educational Robots (2015)
Alemi, M., Meghdari, A., Ghazisaedy, M.: Employing humanoid robots for teaching English language in Iranian junior high-schools. Int. J. Hum. Robot. 11(3), 4–16 (2014)
Long, M.H.: Input, interaction, and second-language acquisition. Ann. N. Y. Acad. Sci. 379(1), 259–278 (1981)
Bloom, B.S.: The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educ. Res. 13(6), 4–16 (1984)
Khalifa, A., Kato, T., Yamamoto, S.: Measuring effect of repetitive queries and implicit learning with joining-in type robot assisted language learning system. In: Proceedings of 7th ISCA Workshop on Speech and Language Technology in Education, pp. 13–17 (2017)
Acknowledgement
This research was supported in part by a grant from the Japan Society for the Promotion of Science (JSPS) (No. 15K02738).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this paper
Cite this paper
Khalifa, A., Kato, T., Yamamoto, S. (2018). The Retention Effect of Learning Grammatical Patterns Implicitly Using Joining-in-Type Robot-Assisted Language-Learning System. In: Sojka, P., Horák, A., Kopeček, I., Pala, K. (eds) Text, Speech, and Dialogue. TSD 2018. Lecture Notes in Computer Science(), vol 11107. Springer, Cham. https://doi.org/10.1007/978-3-030-00794-2_53
Download citation
DOI: https://doi.org/10.1007/978-3-030-00794-2_53
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-00793-5
Online ISBN: 978-3-030-00794-2
eBook Packages: Computer ScienceComputer Science (R0)