Task-based Robot-assisted learning to support L2 Speaking Practice

Abstract

This study examined the impact of task-based robot-assisted interactive presentation creation on the students’ speaking skills. The study used a paired-sample t-test to compare students’ English speaking scores before and after the intervention, with robot-assisted interactive presentation creation as the independent variable and English speaking skills as the dependent variable. The results of the study showed a significant improvement in students’ English speaking skills after the intervention. The study’s results provide evidence for the effectiveness of robot-assisted instruction in enhancing English speaking skills among students. The interactive nature of the presentations created with the help of robots may have contributed to the significant improvements observed in this study. By engaging students in the creation of their own presentations, the intervention may have increased their motivation to improve their English speaking skills.