- Commentary: I'm only trying to help: A role for interventions in teaching listening
-
...Fryer and Carpenter, 2006)
Michael Rost I'm Only Trying to Help
Language Learning & Technology 106
Table 3. Component Process: Interpretation
Goals Interventions Instructional design t...
by Michael Rost
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Commentary: Learner-based listening and technological authenticity
-
...Fryer and Carpenter (2006) suggest that language learners use chat bots
for practice. In listening comprehension, one can imagine scenarios where learners could make use of
primitive Web-based trans...
by Richard Robin
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- From the editors
-
...Fryer and Rollo Carpenter who discuss chattbots as potentially valuable language
learning tools. The authors provide an extensive resource list for those interested in
trying a few of the chatbots o...
by Dorothy Chun, Irene Thompson
in Volume 10 Number 3, September 2006
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...Fryer et al., 2020; Hwang &
Chang, 2023; Jeon et al., 2023; Zhang et al., 2023). Teachers and students across diverse learning contexts
have reported positive perspectives of using AI chatbots along...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. Language Learning, (10)3, 8–14.
https://doi.org/10.64152/10125/44068
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherl...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...Fryer et al., 2019; Hapsari & Wu, 2022). Researchers have acknowledged several challenges
in current language classrooms, including limited opportunities to engage in authentic communication with
na...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Emerging spaces for language learning: AI bots, ambient intelligence, and the metaverse
-
...Fryer et al., 2020). Successful models have been built with HALEF, an open source, web-
based framework for creating spoken dialogue systems (see Timpe-Laughlin & Dombi, 2020). Similar
systems to HAL...
by Robert Godwin-Jones
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...Fryer & Carpenter,
2006). Additionally, although the development of oral proficiency is time-consuming, ASR-based systems
and CALL provide learners with the ability to practice their speaking skills...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- Dialogue systems for language learning: A meta-analysis
-
...Fryer & Carpenter, 2006).
Building upon a systematic review of the literature, we have proposed a conceptual framework for dialogue-
based CALL (Bibauw et al., 2019). Dialogue systems are generally c...
by Serge Bibauw, Wim Van den Noortgate, Thomas François, Piet Desmet
in Volume 26 Number 1, 2022
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...Fryer
et al., 2020; Jeon et al., 2024a).
Although the technological affordances and limitations of AI chatbots have been extensively documented,
their real-time psychological impact at the indivi...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
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