| dc.description.abstract | On the path of developing English skills regardless of literacy, oral skill, or reading comprehension, children will learn with their partners. An Activity like book talk possesses such property, students sharing the content and their reflection about the books which also helps the audience to analyze the text of the book. Nowadays, due to the course schedule, educators would rather teach all the content than held this activity. Students may absorb knowledge passively and hard to review what they learn. Thus, this study conducts a chatbot method to talk about storybooks together in English reading activity. And during the experiments, we observe students’ reading interest.
This study divided English reading activity into two activities: reading activity and storytelling activity. 68 students in 5th grade in elementary school in Taiwan participate in this study. We distributed students into experimental group and control group. In the experimental group, students firstly took part in reading activity where they pick books freely, read alone, talk about the books with peers, and share with everyone. After the reading activity, students participate storytelling activity where they shared the story content and thoughts to the chatbot. In the control group, students only participate reading activity. This study examined students’ dialogue with the chatbot, their perception about the chatbot, flow status in reading activity, situational interest (SI) in English reading, and correlations between each variable.
In students’ dialogue, we found that students mostly narrate story content to share with the chatbot. In students’ perception, the results show that chatbot’s interaction and its feedback to the students will influence their perception of the chatbot, in turn, had an impact on the amount of content they share and their flow status in the reading activity. In flow status, there is no significant difference between the experimental group and control group which means students didn’t increase their engagement in reading activity because of the activity with the chatbot on the second day, however, students’ flow status will influence their dialogue with the chatbot. In situational interest, we found that there is a significant difference in maintained-SI-value between experimental group and control group which means embedding chatbot in English reading activity will maintain the importance of English reading to the students, this effect mostly has an impact on medium-achievement students. | en_US |