探究3D虛擬人物語音聊天機器人促進新加坡小學生華語口説能力、口說焦慮與溝通行為的影響
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2023
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Abstract
本研究旨在探究3D 虛擬人物語音聊天機器人對新加坡小學生華語口說能力、口説焦慮以及溝通行為的影響。本研究採用了單一個案ABAB實驗設計研究法，以新加坡某小學的三年級華語文學習者為對象，進行為期四週的實驗。在實驗期間，學生們在單元一和單元三接受傳統的口說課堂活動，就是與同學進行口說練習活動；在單元二和單元四則使用3D 虛擬人物語音聊天機器人進行口說練習活動。通過比較單元後測成績、前後測問卷結果，來探討3D 虛擬人物語音聊天機器人對學生華語口說能力與口説焦慮之影響。此外，研究通過分析學生在課堂進行口說練習活動之表現，來探討與3D 虛擬人物語音聊天機器人進行口語互動是否影響其溝通行為。研究結果顯示，有無與3D 虛擬人物語音聊天機器人互動對於促進學生的華語口說能力與口説焦慮之影響並不顯著，但對於學生溝通行為方面之影響有所不同。本研究結果對於使用3D 虛擬人物語音聊天機器人運用於華語口說學習具有實踐意義，同時也提供了有關華語口說教學方面與小學生使用科技學習語言的實證參考。
This study aims to explore the effects of voice-based chatbots with 3D avatar on improving Chinese speaking skills, speaking anxiety, and communication behaviour of elementary school students in Singapore. The study adopted a single-case ABAB experimental research design and involved Primary Three Chinese students in a Singapore elementary school in a four-week experiment. During the experiment, students engaged in traditional speaking activities with their peers in Unit 1 and 3 and interacted with voice-based chatbots with 3D avatar during speaking activities in Unit 2 and 4. The effects of the voice-based chatbots with 3D avatar on students' Chinese speaking skills and attitudes towards learning Chinese language are examined by comparing the results of their unit post-tests as well as results from the pre-test and post-test questionnaires. In addition to that, students' interaction with their peers and voice-based chatbots with 3D avatar during speaking activities were also analysed to see whether the use of voice-based chatbots with 3D avatar has any effects on their communication behaviours. The results showed that the use of voice-based chatbots with 3D avatar does not significantly affect students' Chinese speaking abilities nor speaking anxiety levels. However, it has a different impact on their communication behaviours during the speaking activities. The findings of this study have practical implications for the use of new technology such as voice-based chatbots with 3D avatar to promote Chinese language learning among elementary school students and provide empirical evidence for teaching Chinese speaking skills and the use of technology in language learning for elementary school students.
This study aims to explore the effects of voice-based chatbots with 3D avatar on improving Chinese speaking skills, speaking anxiety, and communication behaviour of elementary school students in Singapore. The study adopted a single-case ABAB experimental research design and involved Primary Three Chinese students in a Singapore elementary school in a four-week experiment. During the experiment, students engaged in traditional speaking activities with their peers in Unit 1 and 3 and interacted with voice-based chatbots with 3D avatar during speaking activities in Unit 2 and 4. The effects of the voice-based chatbots with 3D avatar on students' Chinese speaking skills and attitudes towards learning Chinese language are examined by comparing the results of their unit post-tests as well as results from the pre-test and post-test questionnaires. In addition to that, students' interaction with their peers and voice-based chatbots with 3D avatar during speaking activities were also analysed to see whether the use of voice-based chatbots with 3D avatar has any effects on their communication behaviours. The results showed that the use of voice-based chatbots with 3D avatar does not significantly affect students' Chinese speaking abilities nor speaking anxiety levels. However, it has a different impact on their communication behaviours during the speaking activities. The findings of this study have practical implications for the use of new technology such as voice-based chatbots with 3D avatar to promote Chinese language learning among elementary school students and provide empirical evidence for teaching Chinese speaking skills and the use of technology in language learning for elementary school students.
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3D虛擬人物語音聊天機器人, 新加坡小學生, 華語口說能力, 華語口說焦慮, 溝通行為, Voice-based chatbots with 3D avatar, Singapore elementary school students, Chinese speaking skills, Chinese speaking anxiety, communication behaviours