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

现有的文献显示，信息和通信技术工具对语言技能的发展产生了积极的影响，然而，情感变化的工具的影响仍在调查中。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，它们可能只产生有限的产出。因此，有必要采取其他方法来提高学习者的产出。本研究探讨了信息技术工具在多大程度上能积极影响语言学习者的这些情感因素。为了了解ICT工具对情感变化的好处，我们在2022年夏天进行了一项教育实验。在实验中，两种类型的教学（例如，面对面和远程语言教学）和实践（例如，现场和音频录制的角色扮演）给日本大学生，这些类型的教学和实践的影响进行了评估问卷调查，有两个Likert量表的问题和开放式的问题。在2022年秋季对数据进行了简要分析，并接受了基于分析的一份会议摘要。

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.