This study introduces the educational assistant robots that we developed for foreign language learning and explores the effectiveness of robot-assisted language learning (RALL). To achieve this purpose, a course was designed in which students have meaningful interactions with intelligent robots in an immersive environment. A total of 24 elementary students, ranging in age from 9 to 13, were enr...

In order to assess spoken skills of learners of Japanese effectively and more efficiently the Institute for DECODE (Institute for Digital Enhancement of Cognitive Development) at Waseda University is collaborating with Ordinate Corporation to develop and validate an automated test of spoken Japanese, SJT (Spoken Japanese Test). The SJT is intended to measure a test-taker’s facility in spoken Ja...

This paper describes work in the recently started project SEMAINE, which aims to build a set of Sensitive Artificial Listeners – conversational agents designed to sustain an interaction with a human user despite limited verbal skills, through robust recognition and generation of non-verbal behaviour in real-time, both when the agent is speaking and listening. We report on data collection and on...

Language is the fundamental trait of human beings through which they communicate with each other. Every language has four primary skills language: listening, speaking, reading, and writing. Listening reading are considered receptive skills, whereas speaking writing regarded as productive skills. An individual to get mastery over all command on any language. Textbooks significant sources educate...

It is generally assumed that language a purposeful goal-oriented activity; its main objective the internalization of system rules which defines correct linguistic competence accompanied by required communicative competence. Added to that, Language unity four major skills, namely listening, speaking, reading and writing. Recently, it has been argued on both linguistics psychological grounds spea...

Willingness to communicate and motivation can be two important affective variables to cause success in language achievement. The current study aimed to investigate the role of willingness to communicate (WTC) and second language motivational self-system (L2MSS) in relation to learners’ language achieve- ment. To this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...