Similar Research Explorations

Spoken dialogue-systems (goal-orientated) for language learning
  • Ayedoun (2018), Adding Communicative and Affective Strategies to an Embodied Conversational Agent to Enhance Second Language Learners’ Willingness to Communicate
  • Divekar (2018), Interaction Challenges in AI Equipped Environments Built to Teach Foreign Languages Through Dialogue and Task-Completion
Virtual reality + context for language learning
Interactive 360 Video + context for language learning
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State of SDS CALL

* Bibauw (2018), Discussing with a computer to practice a foreign language: from a conceptual framework to a research agenda for dialogue-based CALL

SLA benefits of SDS

* Bibauw , Van Den Noortgate, François (2018), Insights from a multilevel meta-analysis on the effectiveness of dialogue-based CALL

SLA benefits of immersion
CogSci grounding of immersion for learning
CofSci grounding of immersion for anxiety reduction
CofSci grounding of immersion for motivation and valance
SLA grounding of SDS + immersion

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Choosing an automatic-speech-recognition platform

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Designing a dialogue manager

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Designing an immersive environment

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Syllabus design

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Measuring language learning

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Teaching Japanese-as-a-foreign-language

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General SAL
SLA + Context for better learning
SLA + Anxiety concerns
SLA + Motivation benefits


Second Language Acquistion

Commercial Implementations

There are many commercial deployments of attempts to use virtual or augmented reality to aid second-language acquisition:

  • ImmerseMe (VR)
    • Interactive 360 video
    • Goal-orientated
    • Spoken interaction
    • Explicitly constrainer: written instruction
  • Mondly: Learn Languages in VR (VR)
    • VR HMD
    • Goal-orientated
    • Spoken interaction (explicitly constrained)
    • Explicitly constrainer: written instruction