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#4353

Presentation

Exploring Interaction with AI Chatbots for Professional Conversation Practice Among L2 English Engineering Students

Sat, Jul 19, 09:00-09:25 Asia/Tokyo

Location: Room E302

AI-driven chatbots are increasingly used in language learning to offer personalized practice and promote learner autonomy. However, chatbot interactions are typically individual and relatively new, leaving gaps in understanding how learners engage with these tools. This study analyzes interactions between engineering students and a Poe-based chatbot designed to act as an investor evaluating student proposals. The goal is to help students prepare for live assessed simulations. The study employs the concept of 'field' from systemic functional linguistics, or 'what the conversation is about.' It specifically examines 'field shifts,' when learners deviate from the main topic, affecting conversation quality. Field shifts can lead to incomplete communication or unmet objectives. Through qualitative analysis, the study identifies several types of field shifts, with 'Zooming Out' (providing overly general answers), 'Wide Miss' (responses that broadly miss the main topic), and 'Blurred Shot' (fragmented, unclear responses) being the most common. These types of shifts often reduced coherence and negatively impacted learners' ability to achieve their communicative goals. This session targets language instructors and instructional designers interested in chatbot-mediated learning. Understanding common field shifts can help them design more effective chatbot prompts and scaffolding strategies, ultimately fostering more focused and goal-oriented learner interactions.

  • Daniel Portman

    I'm an English for Purposes of International Communication (EPIC) senior lecturer and am passionate about exploring the ways AI can enhance the learning and teaching of EPIC. So far, I've used AI for generating content, scaffolding reading, creating learner-driven formative assessment, and conducting summative assessments. I've also taught students to generate their own texts and practice interacting.