A systematic review of social robot-assisted language learning in the classroom

It is evident that robot-assisted language learning (RALL) is beneficial for children. However, existing research did not necessarily focus on using RALL in the classroom, which is a critical research topic in guiding future pedagogical practices. This systematic review, therefore, sought to synthesize research using RALL in kindergarten and elementary schools. Specifically, we examined 1) the language teaching methods, 2) the types of tasks and activity designs, 3) the roles played by robots and teachers, and 4) the learning outcomes in existing research.

Based on predefined inclusion criteria, we conducted a comprehensive search in five major databases (e.g., ERIC) and the five previous reviews (e.g., Lin et al., 2022). We found 1996 articles between 2004 (the earliest time we could find records) and November 2022, with 1480 articles after removing duplicates. We screened these records by titles and abstracts (33 articles remained) and then by full text, leading to 13 articles. Each article was coded, and the data were analyzed.

Our key results include that we found storytelling and Total Physical Response to be commonly used in RALL in the classroom. Teachers often sought to scaffold children as learning partners, and meanwhile, the robot attracted children’s attention through various ways, including greetings, self-introduction, and dancing. Overall, RALL promoted children’s language skills and interests in the classroom.

This study synthesized the instructional design and learning outcomes of RALL in children’s classrooms. The theoretical and practical contributions will be discussed with the goal of facilitating children’s language development via cutting-edge technology. Copyright © 2023 by Association for Reading and Writing in Asia.