L2 Learners' Pragmatic Output in a Face-to-Face vs. a Computer-Guided Role-Play Task: Implications for TBLT
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| Title: | L2 Learners' Pragmatic Output in a Face-to-Face vs. a Computer-Guided Role-Play Task: Implications for TBLT |
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| Language: | English |
| Authors: | Veronika Timpe-Laughlin (ORCID |
| Source: | Language Teaching Research. 2026 30(3):1593-1618. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, English (Second Language), Second Language Learning, Pragmatics, Artificial Intelligence, In Person Learning, Synchronous Communication, Interaction, Role Playing, Learning Modalities, Communicative Competence (Languages), Student Behavior |
| DOI: | 10.1177/13621688231188310 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | Accomplishing oral interactive workplace tasks requires various language abilities, including pragmatics. While technology-mediated tasks are thought to offer many possibilities for teaching and assessing second language (L2) pragmatics, their effectiveness -- especially those facilitated by an AI agent (artificial intelligence agent) -- remains to be explored. This study investigated how 47 tertiary-level learners of English as a second language (ESL) performed on an oral interactive task that required them to make requests to their boss in two distinct modalities. Each participant completed the same task with a fully automated AI agent and with a human interlocutor in a face-to-face format. Findings showed that both modalities elicited language use relevant to the pragmatics target. However, fully automated interactions were found to be more transactional, while face-to-face interactions were more functionally oriented (e.g. more frequent/varied supportive moves). Although fully automated interactive tasks may be useful for eliciting requests, replicating human-to-human interactions remains a challenge. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500360 |
| Database: | ERIC |
| Abstract: | Accomplishing oral interactive workplace tasks requires various language abilities, including pragmatics. While technology-mediated tasks are thought to offer many possibilities for teaching and assessing second language (L2) pragmatics, their effectiveness -- especially those facilitated by an AI agent (artificial intelligence agent) -- remains to be explored. This study investigated how 47 tertiary-level learners of English as a second language (ESL) performed on an oral interactive task that required them to make requests to their boss in two distinct modalities. Each participant completed the same task with a fully automated AI agent and with a human interlocutor in a face-to-face format. Findings showed that both modalities elicited language use relevant to the pragmatics target. However, fully automated interactions were found to be more transactional, while face-to-face interactions were more functionally oriented (e.g. more frequent/varied supportive moves). Although fully automated interactive tasks may be useful for eliciting requests, replicating human-to-human interactions remains a challenge. |
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| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231188310 |
