Table 2.
Studies on chatbots.
| Authors | Name of the Chatbot | Research Purpose | Participants | Outcomes |
|---|---|---|---|---|
| Ahmadi et al. (2017) | An anthropomorphic pedagogical agent | To investigate the viability of agent-based instruction for idiom learning | 30 participants | The result revealed that agent-based education was considerably more effective in teaching English idioms |
| Al-Kaisi et al. (2021) | Alice | To evaluate the efficiency of Alice for students learning Russian as a foreign language | Russian as foreign language students | Alice could be used to teach the Russian voice assistant to international students who are studying Russian |
| Ayedoun et al. (2015) | Multimodal response generator | To foster L2 learners' willingness to communicate in L2 | N/A | The approach decreases students' nervousness while increasing their self-confidence |
| Ayedoun et al. (2019) | Conversation agent, Jack | To foster learners' readiness toward communication in a second language | 40 Japanese university students | Enhancing L2 learners' participation in contact and communication |
| Ayedoun et al. (2020) | An embodied conversational agent, Peter | To encourage students to converse in the target language. | 60 university students | Learners' predicted communication willingness tended to increase with systems |
| Chen et al. (2020) | Anthropomorphized chatbots for migrants | To comprehend how migrants can be helped in the development of a chatbot that promotes social integration. | 3 immigrants | The chatbot is reliable and efficient |
| Dai et al. (2014) | Multi intelligent agents | To utilize emotional intelligence may aid in detecting the learner's emotional responses and fostering his desire to learn | N/A | Learners' emotional experiences have a substantial influence on their motivation and results |
| Danilava et al. (2013) | An arrtificial conversational companion | To aid advanced language learners in practicing communication through instant messenger discussions | 13 participants of German learners | Need to make the machine seem clever or amusing while maintaining its courteous manner |
| Dokukina and Gumanova (2020) | Vasya | To teach English via textual instruction and both auditory and visual practice | N/A | Vasya is an excellent tool for English language learners at the elementary level, but it is not enough for those at the intermediate or advanced levels. |
| Farah et al. (2021) | An ambiguous chatbot | To investigate the usage of a chatbot to help learners' conversational practice with such humor | 400 participants | Quantitative research revealed that participant ratings of the chatbot's personality, wit, and friendliness increased significantly when it recognized the humor resulting from the misplaced modifier |
| Freidkin and Ksenofontova (2021) | Telegram-bot “Pardes” | To increase cognitive activity among students of Hebrew as a foreign language | 1000 students from Israel | Lexical competence is enhanced by the introduction via translation, voicing, explanation, drilling, and controlling the process of vocabulary skills |
| Gayathri (2021) | Automatic mega-agent managed user guide (AMMU) | To utilize AMMU to Improve speaking abilities and lessen speaking anxiety | N/A | AMMU not only enables users to connect with one another verbally but also enhances their listening skills |
| Goga et al. (2021) | Rose | To propose a platform that combines academics and students to better understand student needs and strengthen the relationship between students and faculty | 100 students | The performance of students is one of our platform's primary concerns, and it also seeks to give assistance to the cultural variances that exist |
| Gonulal (2021) | Intelligent personal assistant (IPA): Google Assistant | To examine language students' responses to IPA's humorous comments | 42-second language learners | The findings showed that the students thought that the majority of IPA replies were highly hilarious, and they ranked the IPA's overall sense of humor as being higher than average |
| Gordon et al. (2016) | The Tega robot platform | To adjust the student's emotional state throughout the tutoring session in order to enhance long-term learning gains | 34 children in preschool | The affective reinforcement learning algorithm, which was customized for each child and led to a considerably enhanced long-term pleasant valence, was successful in producing these results |
| Hong et al. (2014) | The courseware of animated pedagogical agent | To examine the educational effectiveness of animated agent-based instructional materials | 63 Taiwanese elementary students | Characters that are animated to look like real people make learning more enjoyable for students |
| Ismail (2020) | A sensor-free, emotionally intelligent tutoring system | To research how to identify foreign language anxiety (FLA), as well as how to minimize and ultimately overcome FLA | 180 L2 learners in America | Utilizing a sensor-free anxiety detector and making adjustments to the system are two potential approaches for mitigating the anxiety experienced by L2 learners |
| Johnson (2019) | Enskill English's chatbot | To investigate the possibility of utilizing data to monitor the development of learning over time | 72 learners | Enskill English helps learn how to speak English, and there are signs that a learner's performance will improve as they use it. Ellie has the potential to be a good learning partner for L2 learners. |
| Kim et al. (2022) | Ellie | To evaluate the language proficiency, conversational skills, and task performance of students | 137 high school students in South Korea | Enskill English helps learn how to speak English, and there are signs that a learner's performance will improve as they use it. Ellie has the potential to be a good learning partner for L2 learners. |
| Lee et al. (2012) | Mero and Engkey | To test our instructional robots' effectiveness | 24 elementary students | There was a significant improvement in oratory ability. In addition, it has shown that the systems enhance students' happiness, curiosity, confidence, and motivation |
| Liang (2012) | Virtual world Second Life | To incorporate pedagogical practices of classroom interactions, online dialogues, and student reflections into an EFL course in order to promote students' comprehension and application of ELF | 16 students | The outcomes of conversation analysis offer an in-depth examination of how contextual supports and semiotic resources supported students' usage of ELF |
| Lin et al. (2015) | Affective tutoring system | To identify students' emotional states during the learning process, the study hoped to enhance students' learning motivation and offer suitable feedback | 100 Japanese college students in Taiwan | ATS recognizes the emotions of the learners and delivers relevant feedback to reduce their exam anxiety by providing repeated practice and reducing their communication uncertainty and fear |
| Litman and Forbes-Riley (2014) | ITSPOKE (Intelligent Tutoring SPOKEn dialog system) | To assess a spoken conversation system that identifies and responds in real-time to user disengagement | N/A | Including emotive aspects in a chatbot improves its performance. |
| Liu et al. (2020) | chatbot for the field of educational technology (CBET) | To design a chatbot that is domain-specific and sensitive to limited domain inquiries | 52 participants | CBET is a very efficient information retrieval tool in a certain area |
| Lorenzo et al. (2013) | Massively multiuser online learning (MMOL) | To propose the construction of a learner role-play to enhance the foreign language abilities of learners | 35 international students at the University of Alcalá | Such a setting encourages an immersive, creative, and collaborative foreign language learning experience |
| Lubold et al. (2021) | Social robot, Quinn | To investigate how social conversation and entrainment influence self-reported and behavioral rapport responses | 48 college students | A social, trainable robot is capable of producing self-reported and linguistic responses that are nuanced and based on individual variations |
| Luo and Cheng (2020) | A collaborative multimedia teaching model | To investigate the use of artificial intelligence technologies in individual foreign language learning | N/A | An interactive platform for teaching foreign languages |
| Mageira et al. (2022) | AsasaraBot is introduced to the students as the Goddess of Snakes | To teach cultural information to high school pupils in a foreign language | 61 Greek students who study both English and French | AI chatbot technology for interactive ICT-based learning is appropriate for the study of foreign languages and cultural material |
| Mazur et al. (2012b) | A pedagogical conversational agent | To offer a free-flowing discussion system for English as a second language tutoring | N/A | Specific emotionally charged phrases may enhance learning |
| Mazur et al. (2012a) | Artificial language tutors | The Co-Mix project examines the influence of emotions on problem-solving by focusing on second language vocabulary learning | Various Japanese students | The code-mixing technique is an efficient approach to introducing new vocabulary units |
| Meng-yue et al. (2020) | Intelligent English culture teaching auxiliary system | To employ chatbot to deepen college-level English culture instruction | N/A | The intelligent English culture teaching auxiliary system is beneficial to improving students' autonomy and interaction of cultural learning |
| Moussalli and Cardoso (2020) | Echo | To use voice-controlled IPA Echo to promote independent study | 11 L2 learners from various backgrounds | L2 students use a range of tactics to prevent communication breakdowns with Echo |
| Ruan et al. (2019) | BookBuddy | To introduce BookBuddy, a scalable foreign language teaching system that can generate interactive lessons for youngsters depending on their reading material | 5 children | Children were very engaged throughout system interactions and preferred speaking English with our chatbot over a human companion |
| Rzepka et al. (2018) | Radiobot | To show a prototype of the Radiobot system that can construct a verbal conversation automatically and modify its content based on listener feedback. | 38 participants | Radiobot can reduce user input load while being adequately interesting |
| Safitri et al. (2021) | ChatJours | To use ChatJours to facilitate French learning through Telegram | French learners at FFL learners at Universitas Pendidikan Indonesia | The chatbot may be used as a supplementary tool for learning French grammar |
| Santos et al. (2016) | TORMES | To utilize AICARP to detect learners' emotional states and to react appropriately when L2 learners conduct an oral test. | N/A | TORMES can detect the learner's physiological condition and redirect negative affective states, such as anxiety, into good affective states, such as relaxation |
| Shi et al. (2020 | Empathy chatbot | To propose an empathy-generating L2 learning chatbot based on transfer learning | N/A | Construct and deploy an English Learning chatbot based on the principle of explainable artificial intelligence using ontology graph (OG) and transfer learning |
| Smakman et al. (2022) | The SAMBuddy Storytelling Cuddle | To determine whether humor, intonation, and gender influence children's trust in social robots | 115 children | The results show that robots might be able to build trusting relationships with children and help them feel less stressed |
| Taguchi et al. (2017) | Scenario-based interactive practice | To investigate the use and efficacy of scenario-based interactive practice in Chinese language acquisition | 35 Chinese learners from the USA | The system met the emotional and behavioral needs of each learner to make learning fun |
| Thompson and McGill (2017) | Jean | To use an e-learning system that detects and reacts to the learner's emotional states | 40 adult students | Jean enables the improvement of current e-learning systems for the purpose of providing emotional support |
| Tran et al. (2020) | PLATICA | To offer immersive opportunities for language practice | N/A | PLATICA can deliver real-time grammatical criticism to help users improve their English proficiency |
| Troussas et al. (2017) | A chatterbot derived from Alice with an enriched library | To assist children in acquiring English vocabulary | N/A | The chatterbot improves educational outcomes such as motivation and cognitive abilities |
| Wahyuni (2022) | An EFL chatbot | To cope with the loss of L2 interactions after class, | N/A | Upscaling learners' self-confidence by incorporating a chatbot into the classroom as an alternate method to deal with learners' lack of interactions using English |
| Wilcock and Yamamoto (2015) | CALL, COGINFOCOM NLP Wikitalk |
To employ CogInfoCom channels to increase the learner's interest and engagement. | N/A | The robot's nonverbal behavior increases the learner's involvement in the discourse, and the learner's degree of interest may be assessed by monitoring the learner's nonverbal signals |
| Wu et al. (2022) | An innovative affective mobile language tutoring system (AMLTS) | To use AMLTS in an effective manner | 63 Taiwanese students learn Japanese | AMLTS emotional interaction design significantly promotes learner engagement and performance |
| Xie et al. (2019) | Open-domain dialog systems | To employ a multi-turn chatbot with the goal of learning and creating emotional reactions that humans are now capable of | 4 participants | The chatbot monitors the discussion environment and provides replies that are more emotionally suitable while doing similarly well on grammar |
| Xie et al. (2021) | Virtual reality (VR) technology | To mix immersion-based English instruction with VR technology in order to increase learning results | 106 Chinese Students | The findings indicated that students enjoyed exploring English culture and appreciating its history and customs |
| Zhang (2021) | CNN interactive agent | The research offers a convolutional neural network-based method for recognizing how learners' attention, memory, reasoning | N/A | This research facilitates the realization of harmonious emotional contact in the innovative learning environment in real-time and without disrupting the learners' usual online learning |