The 15th International Scientific Conference

eLearning and Software for Education

Bucharest, April 11-12, 2019
10.12753/2066-026X-19-000

THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES

Ana Mihaela Istrate

Romanian-American University, Bucharest, Romania
ana_istrate2002@yahoo.com

Abstract: One of the modern times challenges, related to technological developments is the possibility of
connecting concepts, such as Artificial Intelligence or Machine Learning to the process of teaching foreign
languages. Recent studies suggest that machine learning can be equipped with an intelligence, similar to the
human one. More specifically, machines can be programmed, trained and developed for self-learning. This way,
devices such as Google Home, Alexa or Siri, to mention only three of the most recent developments in the field of
VA, can become a teacher's assistant during the language classes, and be able to completely transform the
classroom. One of the most time-consuming activity, during language teaching, is the interaction with each
individual student. The new artificial intelligence technologies can substitute the teacher, and pair with each
student, creating a personal connection with them, helping them improve pronunciation, vocabulary, and can
even have a conversation with the student. This way we can talk about an instant trainer, that can become a
virtual peer for the student. Another benefit of the virtual assistant involvement in the language classes is the
enormous amount of information, that can be accessed online, offering very personalized learning opportunities
for the students, can be trained to repeat different parts of the lesson, so that students could benefit from a
personalized learning plan. The present study tries to explain the process through which the virtual assistant can
be trained in order to fulfil the classroom needs. The final aim is to understand how to train the virtual assistant,
so that learners could take control of the learning process. Thus, the communicative method of language
teaching and learning, where the student is let to discover concepts and understand grammatical structure will
be accomplished in conjunction with the virtual assistant, while the teacher merely guides the class, focusses on
the most appropriate assessment and ultimately facilitate the learning process.

Keywords: virtual assistant, foreign language teaching, machine learning, communicative method

INTRODUCTION

The most recent trends in language learning have dramatically evolved in recent times,
towards a sophistication and specialization, incorporating more and more technology, that could help
the English language learner (ELL) accumulate more information and gain, at the same time,
independence from the classroom.
However, researchers in education tend to group themselves in two categories: those that
suggest the fact that only the teacher/ tutor is able to transfer knowledge to the student and the second
group, who consider that an interference with technology can be extremely beneficial for the learner.
“The differences between book, computer, and teacher are dealt with here, considering the notion of
anthropomorphization, resistance to new technologies, and the need to appropriate the new
technology”. [1]
CALL (Computer Assisted Language Learning) has been described in terms of the difference
between teacher and tool, but we have to understand it more in terms of the interaction between the
two, and how they can help each other improve the learning process. In this sense we can give
examples of the numerous technological developments, devices, apps that specialists developed, in
order to improve the teaching/learning process.
The most recent technologies, such as Google Assistant, which has been enhanced with a
Virtual Assistant, which is a special type of artificial intelligence, proves the fact that the learning
process can be smoothed and enhanced, if used appropriately during the classes, or outside the
classroom. What is more interesting, and here we realize that the window towards a smart future is just
opening, is the fact that the virtual assistant is enhanced with artificial intelligence, which allows self-
learning. And self-improvement.
The present article tries to explain and clarify how Google Home, a device developed by
Google, can be used during English language classes, or how it can complement the learning process,
when the student is at home. However, we will explain that the device is used only to improve the
learning process, and not replace human interaction with the teacher/ tutor, as the device is able to
improve only certain skills, and not the overall foreign language learning process.

I. MALL (Mobile Assisted Language Learning) – the New Trend in Foreign

Language Acquisition

Recent trends in language learning make a clear distinction between CALL (Computer
Assisted Language Learning) and MALL (Mobile Assisted Language Learning), as the last category
becomes more and more affordable in recent times, offering more flexibility and comfort to the
technology users.
We have to start from the beginning, by defining the concept of m-learning, which is
described as “e-learning, independent of location in time and space” [2]. The new learning paradigm
places the learning process away from the class and interaction with the language trainer/ teacher, but
in a world of technological developments, where the role of the teacher is just to supervise, offer
clarifications and monitor progress, offering at the same time support on which apps, computer
programs or mobile devices could be successfully used outside the classroom.
The most recent communicative methods of teaching insist on an immersive method of
teaching, where flashcard exercises, quizzes or simple vocabulary drill exercises are no longer enough
in the classroom. On the contrary, a greater emphasis is put on communicative proficiency, which can
be gained by direct contact with the new language, without any interference with the native language
or the L2 support language. A very interesting theory, developed by different specialists along the last
ten years suggests that “today’s vastly increased possibilities for disseminating multimodal content
through online networks, receiving and responding to feedback, and reworking and building on one’s
own and others’ materials, allow the notion of CMC (Computer Mediated Communication) to be taken
to a whole new level” [3].
One of the main benefits offered by the mobile devices, engaged in the teaching/learning
process, refers to the development of a broad cultural and social understanding of the differences and
similarities between cultures and languages, paying attention to cultural values and even highlighting
the differences and similarities between cultures, but more important, between languages.
In second language acquisition, speakers have the tendency of applying certain phonetic
features, specific for their native language, when speaking in the target language. The result is a
special accent, which can sometimes suggest us the region that the speakers belong to. For example,
we can be sure that a speaker is from Russia, due to the consonant /l/, or he/she is from France, due to
the way he/ she produces coronal consonants, by contrast with the English speakers. Even in the case
of Romanian learners, native speakers can recognize them, because Romanians have a tendency
towards palatizing phonemes, while the alveolar phonemes /t, d, n, l/ are apical in English, while in
Romanian they are dorso-dental.
The explanation is related to the fact that learners are not exposed sufficiently enough to an
immersion into the new language process, because there are not so many native speakers, among the
English language trainers, and at the same time, due to the fact that learners are not always keen on
improving this aspect.
Rivers (1979) provides an extensive study, whose main conclusion is that Romance languages
strongly influence and impact pronunciation of the speakers. [4].
Given all these instances, we have to admit that the technological developments, during the
last couple of years, could improve different aspects in learners second language acquisition.
 An example in this respect is the implementation of the Google Home device, into the English
language classes, which is expected to create a relaxed atmosphere, more prone to asking and
answering questions, in an interactive manner, than the traditional methods of teaching.

II. Google Home as a MALL Tool

As Google Home is a relatively new device, it became immediately successful on the

American market, for the common individuals, being connected with calendar entries, personal
planners, music libraries, other smart devices in the home, in other words being implemented into an
interconnected microsystem, where everything works smoothly, as long as there is an Internet
connection.
However, during the summer of 2018, Google specialists developed a new technology, that
was implemented in their devices (Google Home Mini, Home, Google Home Max) that was called
Google Assistant, which can understand and answer questions in four different languages,
interchangeably.
At the most recent technology fare in Las Vegas, USA, CES (International Consumer
Electronic Show), in early January 2019, Google announced the implementation of up to 26 different
languages into their devices, so that in the near future, we could use the technology, even at a beginner
level.
Google Assistant acts a voice-activated robotic helper, which does not only translate phrases,
but can also give you synonyms/ antonyms, can spell words or can even answer questions related to a
geographical location, history of a place, can talk about an important personality. What is more
important, and here the facts become extremely interesting for the present study, Google Assistant can
be trained to learn new things, which means that it is equipped with artificial intelligence. When
preparing the lesson for the next class, the teacher can train the assistant specific elements, items of
vocabulary, etc., that could be drilled with the students, during the class.
As recently read on a blog, written by Shelly Terrell, Virtual assistant can become a digital
butler, that can improve learners’ speaking and listening abilities, in an extremely engaging way,
besides improving the life of its clients, with an organized system of planning, alarm clock, reminder,
etc. The only thing English language learners have to remember, is to say: “Hey Google”, at the
beginning of any interaction or request.
Among the activities that the virtual assistant can perform, we can mention:

 Reading and research buddy – students can be encouraged to request their VA to offer
different linguistic contexts. E.g.: “What is the definition of……………...?”, or “Hey Google,
how do you translate…………………in French?”. If the device is integrated with a mobile
phone, tablet or laptop/ computer, the assistant can always pop up useful web sites or links, for
the students. Questions such as: “Hey Google, who was Michelangelo?”, “Hey Google, what
is ionosphere?” or “Hey Google, what is the capital of Bahrain?” could immediately find an
answer with the VA device.

 Writing assistant – with Google home, the language learner can transform the activity into a
more interactive one, by engaging in conversations with the assistant, asking for help,
requesting advice on spelling. For example, he/she can say: “Hey Google, how do you spell
contentiousness? One can also improve vocabulary, by asking for a series of synonyms and
antonyms: “Hey Google, can you give me a synonym/ antonym for………….……...?”
learners can even ask questions related to theoretical grammatical information. In this
situation, the virtual assistant has two options: it can either give an already known answer, or
can lead the learner to a website, for further information. Thus, we realize that Google home is
not only an IOT device, but it is also enabled with artificial intelligence, as it has the
capability to learn new things, so that the next time a difficult question is asked, it may be able
to have already learned the answer, and thus reproduce it without any difficulty.
  Last but not least, Google Home can be involved in real time interactive games with the
student/ learner. Among the most famous that the VA was pretrained to do, we can mention
Mad Libs, Talk to Akinator, Huffpost headline quiz, etc. According to Wikipedia, Mad Libs is
a “phrasal template word game, where one player prompts other for a list of words to
substitute for blanks in a story, before reading the -often comical or nonsensical – story aloud.
The game is frequently played as a party game or pastime. The game was invented in the USA
and more than 110 million copies of Mad Libs have been sold since the series was first
published in 1958”. The game has the potential of improving basic vocabulary and
understanding, particularly in the case of young learners, where an important part is played by
the gamification of the learning process. In the case of Talk to Akinator, the VA turns into a
genie, that can guess characters, movie stars, singers, important personalities, you are thinking
about, based on a series of yes-no-questions. The game has the potential of creating a relaxed
and entertaining atmosphere, even in the case of adult learners, while grammatically speaking,
they have the potential of practicing the interrogatives in English. The last game mentioned,
Huffpost headline quiz is a game in which the VA answers questions related to recent date
events, in politics, sports, media, etc., also based on a series of yes-no-answers. This time, the
process is reversed, the learner askes the questions and the device answers yes/no.

We have to make a distinction between learners’ mobility and mobile devices. Indeed, learners
can be involved in the learning process from a distance, working in front of a computer, or driving/
walking and listening to an audio recording that relates to learning foreign languages.
Even if we accept it or not, the learning process still takes place in two locations: in an organized
teaching environment and at home. However, the more mobile devices students have, the higher the
possibility that their communication skills be enhanced and improved.

Figure 1. Time spent globally on smart device apps by category

In 2012 Pegrum, citing Business Insider Intelligence, observes that the time spent globally on
smart devices apps, only on games (here we will include not only classic computer games, but also
mobile games for language development), represents 43% of the overall time spent by users, all over
the world. The trend, during the last seven years increased dramatically, which determines us to
conclude that games and gaming activities need to be considered for future practice. [5].
 Games are dependent on oral and written communication and that is why teachers/ trainers need to
profit from the benefits of mobile gaming, as an instrument for learners’ improvement of language and
teachers’ improvement of methodology.
Specialists in second language acquisition consider that we can talk about a monolingual bias in
second language research. “The monolingual bias refers to the practice of assessing and measuring
second language competence or performance according to monolingual norms, even though L2
learners or speakers are not monolingual by definition and will never be able to reach monolingual
standards” [6].

III. CONCLUSIONS
When we refer to English language learning (ELL), we must admit that the multimedia
elements play an important role. Visual elements can offer learners a cultural context for the language
production, while the audio support (listening to native speaker’s productions) can become a valuable
comprehensible input. Last but not least, reading of text has the role of supporting the vocabulary
acquisition.
However, Pegrum suggests that “the value of multimedia materials depends on individual
language learners’ working memories, cognitive styles and levels, with a risk that under certain
circumstances a multimedia approach may be distracting or may cause too high a cognitive load if
learners are processing verbal and visual information at the same time”. [7]
Thus, we have to admit that the role of smart devices, such as the one analyzed in the present
article, is still incipient as we do not have a real proof yet that they can become extremely efficient.
Nonetheless, the efficiency of the gaming activities that we have analyzed before (Mad Libs, Talk to
Akinator, etc.) during the class, or outside the school environment, can be proved, and that is a strong
argument for continuing to use devices such as Google Assistant during the EFL classes.
Google specialists admit that their main goal, when developing the entire series of
technologies, was to create a device that could be trained to become a multilingual companion for the
human being. They backed up the device with a language identification (LangID) technology, which
could distinguish between pairs of languages, with the help of the recurrent neural networks.
Their role is extremely important outside the class, when the teacher/ trainer can recommend
the learner to complete the consolidation exercises at home, particularly in the cases when the learner
has a lower level in the language, but enough maturity to accept to work supplementary at home, at
his/her own pace and according to his/her needs and wants.
According to Anderson, Rourke, Garrison and Archer, social presence represents the force
that “contributes to the success of the educational experience”. [8]
Human presence includes emotional expression, open communication and group cohesion. If
we aim at transforming the teaching and learning environment into a more open communication space,
where people feel comfortable and happy and interact with each other in a more cohesive way, then
the whole paradigm of language learning will be changed.
With the change in technology and a more modern teaching approach, an entire series of
methodological changes will occur, focusing on the idea that teaching must be authentic and
contextualized.

List of Abbreviations

AI Artificial Intelligence
CALL Computer Assisted Language Learning
CMC Computer Mediated Communication
ELL English Language Learner
ESL English as a Second Language
ESP English for Specific Purposes
IOT Internet of Things
L2 Second Language
MALL Mobile Assisted Language Learning
SLA Second Language Acquisition
VA Virtual Assistant

Reference Text and Citations

[1] Leffa, V., 2009, CALL as Action, in the volume Handbook of Research on E-Learning Methodologies for
Language Acquisition, Information Science Reference, 2009, p.44
[2] Pegrum, M. 2014, Mobile Learning – Languages, Literacies and Cultures, Palgrave Macmillan, p.15
[3] Pegrum, M. 2014, Mobile Learning – Languages, Literacies and Cultures, Palgrave Macmillan, p.93
[4] Rivers, W., 1979, Learning a sixth language: An adult learner’s diary. Canadian Modern Language Review, 36,
pp. 67-82.
[5] Pegrum, M. 2014, Mobile Learning – Languages, Literacies and Cultures, Palgrave Macmillan, p. 114
[6] De Angelis, G. (2007). Third or Additional Language Acquisition, Second Language Acquisition 24, Multilingual
Matters Ltd., p.12
[7] Pegrum, M. 2014, Mobile Learning – Languages, Literacies and Cultures, Palgrave Macmillan, p.103
[8] Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer
conferencing in higher education model. The Internet and Higher Education, 2(2-3), 87-105, accessed:
http://cde.athabascau.ca/coi_site/documents/Garrison_Anderson_Archer_Critical_Inquiry_model.pdf

Web Reference

https://blog.esllibrary.com/author/shelly-terrell/