Robot vs. Human Teacher: Instruction in the Digital Age for ESL Learners

Virginia H. Y. Kwok
<span title="2015-06-29">2015</span> <i title="Canadian Center of Science and Education"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/flo5i542dzgvpac7giy4szq77m" style="color: black;">English Language Teaching</a> </i> &nbsp;
Living in the twenty-first century, life unplugged seems impossible without the Internet, mobile phones, i-products or other types of electronic gadgets for long. While language educators are overwhelmingly occupied with investigating the impact of computers and mobile learning, here is a call to address the value of face-to-face instruction in second language education. The key function of second language learning is to interact with one another in the target language. Younger generations are,
more &raquo; ... however, becoming indulged in and even addicted to the technological tools without significant improvement in language competency and communication skills when compared with predecessors who have less accessibility of such tools that are so prevalent nowadays. The current empirical study explores the possibility of 'avatar teacher', alternatives to over-reliance on online tools, electronic gadgets and robot teachers, and limitations of technology on ESL education. Recommendations of innovative ways to engage learners with controlled amount of technology are made to language education professionals.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.5539/elt.v8n7p157">doi:10.5539/elt.v8n7p157</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ondsg7lzhndtfhw7nhzg72ij5u">fatcat:ondsg7lzhndtfhw7nhzg72ij5u</a> </span>
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