| dc.description.abstract | In recent years, many educational institutions have adopted artificial intelligence technology to enhance students′ learning experiences and promote the internalization of knowledge. Among various learning methods, Learning by Teaching(LdL) has been identified as an effective approach that can increase students′ interest and deepen their understanding and application of the learned content. Developing a strong interest in reading is crucial for students as it stimulates their enthusiasm for learning English and encourages active participation in reading activities. Particularly in the context of internationalization, English proficiency has become a key advantage, and the ability to read in English is considered a necessary skill that students must cultivate and improve.
Furthermore, previous research has explored the impact of chatbots on learning and reading outcomes, although studies focusing on the influence of chatbots on emotional engagement during reading remain limited. This study combines English picture books with a chatbot system, utilizing a question-and-answer dialogue as the primary form of interaction. Students are required to comprehend the book′s content during the picture book reading activity, ask questions to the chatbot, and teach it the correct answers. Additionally, a competitive mechanism and leaderboard are introduced among peers, allowing students to challenge each other′s trained chatbots and evaluate the performance of their peers′ training outcomes. This competition mechanism aims to enhance student engagement, interactivity, and provide real-time feedback.
The experimental study involved 95 fifth-grade students from a elementary school in Taiwan. The experimental group of 47 students used the QA Chatbots during their English reading activities, while the control group of 48 students did not utilize the QA chatbot. Throughout the experiment period, students engaged in weekly English reading activities, and arranged competition activities for the experimental group in the last week. The study aimed to investigate the impact of incorporating chatbots into English reading activities on flow experience, situational interest, student-questioning patterns during interactions with the chatbot, and the relationship between flow, situational interest, and questioning patterns using correlational analysis.
The research findings indicate that after participating in the reading activities, students in the experimental group demonstrated a significant increase in flow experience with the frequency of their engagement. They exhibited higher levels of concentration, curiosity, intrinsic interest, and overall flow experience compared to the control group, while the differences in control over reading were not significant. Furthermore, regarding situational interest, the results revealed that the QA Chatbots triggered higher levels of situational interest among students in the experimental group. In dimensions such as Maintained-SI-Feeling, Maintained-SI-Value, Triggered-SI, and overall situational interest, the experimental group outperformed the control group significantly. Correlational analysis demonstrated that students with higher situational interest generated more questions related to the characters′ “Feeling”, while other types of questions showed little or no correlation with engagement and situational interest. Additionally, it was observed that students with higher English proficiency focused more on asking questions related to “Character”, “Setting”, and “Outcome resolution”, whereas students with lower English proficiency preferred exploring causal relationships in their questions. | en_US |