Generative artificial intelligence (GAI) and automatic speech recognition (ASR) have ushered in promising tools for foreign language learning, notably GAI chatbots. This study investigated the impact of GAI chatbots on elementary school English as a foreign language (EFL) learners' speaking skills, focusing on two interaction configurations—individual and paired. Eighty-five elementary school EFL learners participated in a three-week summer program, engaging in daily 45-min interactions with CoolE Bot. The participants were randomly assigned to three groups: (1) individual interaction with CoolE Bot (I-Bot group), (2) paired interaction with CoolE Bot (P-Bot group), and (3) interaction with teachers and peers in a conventional English classroom (No-Bot group). In each class, participants in the Bot group received worksheets with a topic, prompts, and vocabulary to guide their interactions with CoolE Bot, while those in the No-Bot group also received worksheets for comparable activities. Quantitative (English-speaking tests) and qualitative data (semi-structured interviews) were collected and analyzed. Results revealed that the I-Bot and P-Bot groups' post-test speaking skills were significantly higher than those of the No-Bot group. CoolE Bot significantly improved the speaking skills of EFL learners. Both individual and paired interactions with CoolE Bot demonstrated positive effects, with no significant differences between groups. Interviews highlight CoolE Bot's adeptness in coherent interaction, charismatic conversational style with a human-like voice, diverse topic discussions tailored to learners' interests, and supportive functions. The participants found GAI chatbot-assisted EFL speaking enjoyable, motivating, and engaging appreciating its cartoonish, human-like characters, conversational style, and voice. Additionally, CoolE Bot fostered rapport and a supportive environment enhancing learners' confidence and reducing anxiety regarding EFL speaking. Individual interactions encourage personalized engagement and self-directed learning, whereas paired interactions involve social dynamics, shared learning experiences, and mutual resolution of language challenges.

中文翻译：

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使用生成式 AI 聊天机器人提高基本 EFL 口语技能：探索个人和配对互动


生成人工智能 (GAI) 和自动语音识别 (ASR) 为外语学习带来了有前景的工具，尤其是 GAI 聊天机器人。本研究调查了 GAI 聊天机器人对小学英语作为外语 (EFL) 学习者口语技能的影响，重点关注两种交互配置：个人和配对。 85 名小学 EFL 学习者参加了为期三周的暑期项目，每天与 CoolE Bot 进行 45 分钟的互动。参与者被随机分配到三组：(1) 与 CoolE Bot 单独互动（I-Bot 组），(2) 与 CoolE Bot 配对互动（P-Bot 组），以及 (3) 与老师和同学以小组形式互动常规英语课堂（No-Bot 组）。在每节课中，机器人组的参与者都会收到包含主题、提示和词汇的工作表，以指导他们与 CoolE Bot 的互动，而无机器人组的参与者也收到了类似活动的工作表。收集并分析定量（英语口语测试）和定性数据（半结构化访谈）。结果显示，I-Bot 和 P-Bot 组的测试后口语能力显着高于 No-Bot 组。 CoolE Bot 显着提高了 EFL 学习者的口语技能。与 CoolE Bot 的单独和配对互动都显示出积极的效果，组间没有显着差异。采访突显了 CoolE Bot 擅长连贯的交互、具有魅力的对话风格和类似人类的声音、针对学习者兴趣的多样化主题讨论以及支持功能。 参与者发现 GAI 聊天机器人辅助的 EFL 演讲令人愉快、激励人心，并且欣赏其卡通的、类人的角色、对话风格和声音。此外，CoolE Bot 还营造了融洽的关系和支持性环境，增强了学习者的信心并减少了对英语口语的焦虑。个体互动鼓励个性化参与和自主学习，而配对互动则涉及社会动态、共享学习经验和共同解决语言挑战。