Betydelsen av Feedbackens Tidpunkt i Intelligenta Datorstödda Språkinlärningssystem : En Analys av Andraspråksinlärning och Arbetsmarknad

Sammanfattning: This thesis investigates the use of chatbots as computer-assisted language learning tools to enhance language proficiency, particularly for immigrants learning Swedish in Sweden. While traditional language courses like ”Swedish for Immigrants” are available, additional resources are needed to complement and optimize language learning experiences. The study focuses on the timing of feedback provided by chatbots, examining whether immediate or delayed feedback leads to more efficient language learning. Czech students learning Swedish through a chatbot participated in a four-week study. Results show that neither the group receiving immediate feedback nor the group receiving delayed feedback demonstrated significant improvements in language proficiency. However, the immediate feedback group made fewer errors on average, suggesting attention redirection during the feedback process as a potential benefit. Further research is needed to obtain significant results and draw clearer conclusions. The study also briefly explores the relationship between language proficiency and employment opportunities. While some studies suggest a correlation, factors like xenophobia may influence employment prospects, making it challenging to isolate language proficiency as the sole determining factor. Therefore, more focused research is required to provide definitive conclusions. Overall, this thesis contributes to the understanding of computer-assisted language learning and highlights the need for further research to optimize the efficacy of language learning tools. By investigating feedback timing and examining the connection between language proficiency and employment, the study aims to support effective language learning strategies and facilitate the integration of immigrants into Swedish society.