Voice-User Interfaces for TESOL: Potential and Receptiveness among Native and Non-Native English Speaking Instructors

Autor/in	Kent, David
Titel	Voice-User Interfaces for TESOL: Potential and Receptiveness among Native and Non-Native English Speaking Instructors
Quelle	In: Language Learning & Technology, 25 (2021) 3, S.27-39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Teachers; Teacher Education Programs; Native Speakers; Foreign Countries; Audio Equipment; Computer Software; Teaching Methods; Technology Uses in Education; Masters Programs; Teacher Attitudes; Usability; Computer Mediated Communication; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Muttersprachler; Ausland; Audio-CD; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Magister course; Magisterstudiengang; Lehrerverhalten; Computerkonferenz; Korea; Republik
Abstract	Initial research, although limited, demonstrates promise for the use of a voice-user interface via a digital assistant (i.e., Google Assistant) for English language learners seeking language skill development. However, no research has sought to determine the adult English as a foreign language instructor response toward the application of such devices. This study addresses that gap by seeking to determine the pedagogical value of such an interactional modality by native-English speaking (NES) and non-native English speaking (NNES) instructors (n=12) enrolled in an MA(TESOL) program in Korea. Particular focus centers on the potential regarding the deployment of such a device with learners by these instructors, and their receptiveness toward using such a device from within their educational contexts. An exploratory qualitative method employing a semi-structured interview technique was undertaken. A concept driven coding approach in data analysis was then employed to develop a framework of pedagogical prospects regarding digital assistant use, built on aspects emerging from the concepts of comfortability, comprehension, usability, enjoyability, and worthwhileness. Results highlight that instructor perceptions regarding the potential use of voice-user interfaces in the classroom tend to align, although some minor differences did emerge, and that all are receptive to its use in a multitude of ways. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01