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The Effects of Robot Assisted Language Learning (RALL)on Iranian High-functioning Autistic Children’s Social Skills and English Vocabulary Learning and Retention

Mahboub Basiri, Nasim | 2015

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 47313 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Alemi, Minoo; Meghdari, Ali
  7. Abstract:
  8. The present case study investigates the effect of applying a humanoid robot as a teacher- assistant to teach a foreign language (English in this case) to Iranian children with autism. Two groups of three male high-functioning autistic students (6-10 years old) with little or no background in English participated in the current study. The humanoid robot NAO made by Aldebaran Robotics was used as a teacher assistant to teach English to the Robot Assisted Language Learning (RALL) group. The non-RALL group received the same lessons simply without the presence of the robot in teaching sessions. However, the non-RALL group also had the chance to interact with the robot through some robotic games designed to increase their social skills. There were 12 sessions including an orientation session before the program started, 10 teaching sessions, 2 sessions a week, and a farewell session two and three weeks after the last teaching session for the RALL and non-RALL groups, respectively. This study used a pre-test, mid-test, immediate post-test, delayed post-test design to measure the learning gains of the participants. Moreover, the probable changes in students’ anxiety levels, willingness to communicate, attitudes, motivation, and social skills in the course of the program were measured through three different questionnaires, the video records of the classes, and a comprehensive interview with the participants’ parents. The results showed the participants’ great learning gains which, according to their performances on the delayed post-test, were fairly persistent. This was an indication of high-functioning autistic children’s ability to learn a foreign language. The RALL group, however, outperformed the non-RALL group in the designed tests. Additionally, both groups’ participants showed lower anxiety levels, more willingness to communicate, higher motivation, more positive attitudes, and improved social skills throughout the program. The differences between the two groups are discussed. The findings of this study could be a starting point for a new line of research in second or foreign language education specific to children with autism. They also contribute to the fields of technology-based education and social robotics
  9. Keywords:
  10. Humanoid Robot ; Autism Spectrum Disorders (ASD) ; Robotic Assisted Language Learning (RALL) ; High-Functioning Autism (HFA) ; English Language Teaching

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