| dc.description.abstract | In this era of frequent international communication, English has become the most important international communication language, and is an indispensable ability. The teaching of English reading has gradually attracted the attention of English teachers and researchers. Related research pointed out that guiding students through the dialogic reading has positive effects on students′ English reading. In order to implement dialogic reading in the English classroom, this study proposed a book talk chatbot, and explore the influence of chatbots using different dialogic strategies on student’s reading engagement, dialogue status and connection-making with chatbot.
The subjects of this study are 45 fifth graders from an elementary school in Taoyuan City, Taiwan. The experiment was carried out for 7 weeks. In each weekly English reading activity, the students chose and read books freely, then talked about the books in groups with their classmates, and then talked about the books with the chatbot two days later. In the first 3 weeks, the chatbot used the story relay dialogue strategy. The chatbot and the students told the story one by one, and compared the students′ words with the text of the story. When the chatbot did not understand the text, the students were asked to explain the story again. In the last four weeks, story guided dialogue strategy was adopted. The chatbot described part of the story structure to guide the students, and the students were free to narrate the story content. This study focused on the analysis of students′ flow experience, their connection-making with chatbots and their conversations in the process of book talking. Finally, we interviewed each student.
The results indicated that after the two-stage reading activity, story guided dialogue strategy could effectively improve the amount of book talk, the story structure of the dialogue content, the connection-making with the chatbot, and the reading engagement of the students. In terms of gender, there is no significant change. In terms of different prior knowledge, the amount of book talk between low-achievers and chatbots increased, while high-achieving students have decreased slightly. In addition, through correlation analysis, it was found that the correlation between the connection-making and the chatbot dialogue strategy was obvious, and the chatbot asked the students to answer often made the students dislike. Under the two dialogue strategies, reading engagement is related to dialogue status, and also related to connection-making between the students and the chatbot. | en_US |