A qualitative study on using Intelligent Personal Assistant in teaching a young Korean learner in an EFL context

Abstract

Despite the increasing interest in the potential of Intelligent Personal Assistant (IPA) as a language learning tool, a dearth of empirical studies exists that investigated IPA-based learning for young language learners. To fill this research gap, the current case study explored the use of IPA in teaching a fifth-grade language learner in the Korean EFL context. Specifically, the study aims to explore a language learner’s perception of pedagogical benefits of IPA-based learning and attitudes/beliefs about the use of IPA in a language classroom. A semi-structured interview was conducted and analyzed using content analysis. We found that the learner had an overall positive perception about using IPA in class and could identify its pedagogical benefits. The learner’s familiarity and interest also increased after the repeated use of IPA. The study provided evidence of integrating IPAs into teaching young language learners and suggests further research on collaboration between IPAs and human teachers.