In the contemporary era, achieving multilingual proficiency stands as a formidable educational objective. Historically, the conventional approach to introducing students to foreign languages involved the provision of language learning textbooks coupled with the guidance of language instructors. However, in light of current technological advancements, particularly in Artificial Intelligence (AI) and educational robotics, there exists an alternative avenue to facilitate language acquisition. While disparities exist between traditional and modern methodologies, the overarching aim remains to render the language learning process as enjoyable as possible. This essay explores how generative AI and educational robots contribute to the realization of this pedagogical objective.

 

     One pivotal aspect in the application of AI technology and educational robots is the creation of an immersive environment that constructs a tangible learning context. Professor Chen's discourse exemplified this concept by illustrating scenarios set in environments such as farms and stores. Leveraging Radio-Frequency Identification (RFID) or Near Field Communication (NFC) tags on corresponding objects enables learners to associate these objects with words upon scanning. Furthermore, Professor Chen showcased the speaking/listening function, allowing learners to engage in oral conversations and physical interactions by touching the robot. The integration of authentic objects and robotic interaction fosters meaningful cognitive engagement among learners.

 

     Despite the evident utility of educational technology functions in language learning, concerns may arise regarding user acceptance. Initial encounters with such technology may not elicit a favorable response. Personally, upon my initial exposure to educational robots, I found them lacking in endearing qualities. The robotic sound accompanying the narrative delivery during story-telling did not resonate well with me. Although the content was meaningful, the delivery appeared formulaic, diminishing the attractiveness of the learning process. A potential resolution lies in the developers' capacity to refine the robots' vocal characteristics, rendering them more naturalistic and human-like. Such enhancements are critical, especially for younger learners who require dynamic and engaging educational experiences.

 

     Notwithstanding reservations about the current state of robotic teaching, I maintain a positive stance toward the broader vision of language learning facilitated by technology. The escalating demand for multilingualism is expected to drive advancements in language learning technology. Crucially, the robot serves as a mere interface, with the essence of effective learning lying in its ability to captivate and entertain. The prospect of refining these systems to achieve a more natural and accessible interface holds promise for those seeking foreign language.