1. Home
  2. Vol 16, No 2 (2023)
  3. Priyanto

Hey Google!: Can IPA improve L2 Learners' Willingness to Communicate?

Rian Adi Priyanto, Nisrina Fauziah Ramadan

Abstract


The willingness and determination to engage in communication can result in real communication actions, which, in turn, contribute to improved oral proficiency. As digital media and communication technologies continue to advance rapidly, EFL students are becoming more engaged in practising English through various digital platforms. Recent research has been conducted to examine the connection between second language willingness to communicate (L2 WTC) and these digital language learning experiences. The recent study aims to address the use of Google Assistant as an intelligent personal assistant in providing the learning and practice of speaking for EFL learners to speak English fluently. Specifically, the recent objective is to analyse the implementation of Google Assistant in enhancing their willingness to communicate in the target language.

References


Chen, H. H. J., Yang, C. T. Y., & Lai, K. K. W. (2020). Investigating college EFL learners’ perceptions toward the use of Google Assistant for foreign language learning. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2020.1833043

Cheng, C. H., & Chen, C. H. (2019). Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of students with different backgrounds. Computer Assisted Language Learning, 1–26. https://doi.org/10.1080/09588221.2019.1671460

Dizon, G. (2017). Using Intelligent Personal Assistants for Second Language Learning: A Case Study of Alexa. TESOL Journal, 8(4), 811–830. https://doi.org/10.1002/tesj.353

Gregersen, T., & MacIntyre, P. D. (2014). Capitalizing on Language Learners’ Individuality. In Capitalizing on Language Learners’ Individuality. https://doi.org/10.21832/9781783091218

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205–218. https://doi.org/10.1111/flan.12318

Meganingrum, R. W., Harahap, H. S., & Harahap, A. S. (2023). Pengaruh Pemanfaatan Google Assistant dalam Memenuhi Kebutuhan Sumber Informasi. Coverage: Journal of Strategic Communication, 13(2), 122–132. https://doi.org/10.35814/coverage.v13i2.3396

Moussalli, S., & Cardoso, W. (2016). Are commercial ‘personal robots’ ready for language learning? Focus on second language speech. CALL Communities and Culture – Short Papers from EUROCALL 2016, 2016, 325–329. https://doi.org/10.14705/rpnet.2016.eurocall2016.583

Moussalli, S., & Cardoso, W. (2020). Intelligent personal assistants: can they understand and be understood by accented L2 learners? Computer Assisted Language Learning, 33(8), 865–890. https://doi.org/10.1080/09588221.2019.1595664

Tai, T. Y., & Chen, H. H. J. (2020). The impact of Google Assistant on adolescent EFL learners’ willingness to communicate. Interactive Learning Environments, 0(0), 1–18. https://doi.org/10.1080/10494820.2020.1841801


Full Text: PDF

DOI: 10.24042/ee-jtbi.v16i2.17492

License URL: https://creativecommons.org/licenses/by-sa/4.0