How do ICT tools for language learning enhance learners' affective development?

现有文献揭示了信息通信技术工具对语言技能发展的积极影响；然而，这些工具对情感变化的影响仍在调查中。增强情感因素对语言学习至关重要，因为低水平的自信和高水平的语言焦虑会对语言学习产生负面影响。因此，他们可能只生产有限的产出。因此，有必要采用其他方法来增加学习者的输出。本研究探讨了信息通信技术工具对语言学习者的这些情感因素的积极影响程度。为了了解信息通信技术工具对情感变化的好处，在2022年夏季进行了一项教育实验。在实验中，对日本大学生进行了面对面和远程语言教学两种类型的教学和实践（如现场直播和录音角色扮演），并通过李克特问卷和开放式问卷来评估这两种类型的教学和实践的影响。这些数据在2022年秋季进行了简要分析，并在分析的基础上获得了一份会议摘要。

Existing literature revealed positive impacts of ICT tools on the development of linguistic skills; however, impacts of the tools on affective changes are still under investigation. Enhancing affective factors is crucial for language learning, because low levels of self-confidence and high levels of language anxiety could have negative impacts on language learning. As a result, they may produce only limited amount of output. Hence, alternative ways to increase learners’ output is necessary. This research explores to what extent ICT tools can positively influence these affective factors of language learners. In order to understand the benefits of ICT tools on affective changes, an educational experiment was carried out in summer 2022. In the experiment, two types of instruction (e.g., face-to-face and remote language teaching) and practice (e.g., in-person live and audio-recoded role-plays) were given to Japanese university students, and the impacts of these types of instruction and practice were evaluated by questionnaires that had both Likert-scale questions and open-ended questions. The data were briefly analyzed in fall 2022, and one conference abstract based on the analysis was accepted.