Hsi Chen
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Presentation The effect of integrating AI voice chatbot with English speaking practice among senior adults: A study focusing on senior English learners’ motivation and speaking performance. more
The purpose of this study is to enhance senior citizens’ speaking performance through the integration of an AI voice chatbot (Speak and Toko). Additionally, this study will focus on whether senior learners’ motivation can be improved. The participants consist of twenty individuals at retirement age (around or above 65) who have some background in English learning. A recruitment test will be conducted to show their proficiency level. Pre- and post-tests will be conducted before and after the experiment to evaluate whether learners show significant improvement following the intervention. Their answer will be recorded and analyzed. Fluency, accuracy, and delivery are the key criteria in the evaluating chart. After the tests, a thoroughly designed questionnaire will be administered to the senior adults to gather their opinions on learning with the assistance of the AI voice chatbot. The questions aim to explore the relationship between this new learning method and learners’ motivation. Motivation will be measured based on Expectancy-Value Theory, Maslow’s Hierarchy of Needs, and Gardner’s Model.
Presentation AI-Enhanced Telecollaboration for EFL Teacher Development and Cross-Cultural Learning more
This study investigates an AI-enhanced telecollaboration project in which EFL teachers from Taiwan and South Korea co-designed cross-cultural communication activities with feedback from ESOL teachers in New Zealand. Supported by a professional development program, the participating teachers used AI tools—including ChatGPT for designing AI agents simulating conversational partners and AI-generated lesson plans—to scaffold instruction in politeness and face-wants. These tools were integrated into the GatherTown platform, an immersive and gamified environment, for online interaction among middle school students from Taiwan, South Korea, and New Zealand. A mixed-methods approach was employed for data collection, including surveys, focus group interviews, discourse completion tasks (DCTs), and lesson artifacts. Pre- and post- surveys revealed teachers’ professional growth and the development of EFL learners’ intercultural sensitivity. DCTs examined these learners' pragmatic competence in politeness and face-wants across cultures. This study provides valuable insights into AI-enhanced teacher development and their challenges in integrating AI into intercultural communication instruction. Findings reveal students’ positive learning experiences and the potential of AI-driven telecollaboration to foster authentic cross-cultural interactions. However, challenges such as technological adaptability and instructional complexities emerged. The study offers pedagogical implications for CALL-based intercultural education and future research suggestions for AI-enhanced telecollaboration in EFL contexts.
