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Effectively teaching cultural competence in healthcare education
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| 2 |
Theater and Peacebuilding in Post-Conflict Settings: Participants’ Experiences in the Morning Star Theater Program in South Sudan
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In: Antioch University Full-Text Dissertations & Theses (2022)
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| 3 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 4 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 5 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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| 6 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 7 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
Cultural Representations in Indian English Language Teaching Textbooks
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| 9 |
Using Issues in Honors Education to Teach Argumentation
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In: Honors in Practice -- Online Archive (2022)
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| 10 |
Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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| 11 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 12 |
Alt-Education: Gender, language, and education across the right
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In: Doctoral Dissertations (2022)
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| 15 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 16 |
Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 17 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 18 |
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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Abstract:
Storybook reading accompanied by adult-guided conversation provides a stimulating context for children's language development. Conversational agents powered by artificial intelligence, such as smart speakers, are prevalent in children's homes and have the potential to engage children in storybook reading as language partners. However, little research has explored the effectiveness of using conversational agents to support children's language development. This study examined how an automated conversational agent can read stories to children via a smart speaker while asking questions and providing contingent feedback. Using a randomized experiment among 90 children aged three to six years, this study compared these children's story comprehension and verbal engagement in storybook reading with a conversational agent versus an adult. The conversational agent's guided conversation was found to be as supportive in improving children's story comprehension as that provided by an adult language partner. At the same time, this study uncovered a number of differences in children's verbal engagement when interacting with a conversational agent versus with an adult. Specifically, children who read with the conversational agent responded to questions with better intelligibility, whereas those who read with an adult responded to questions with higher productivity, lexical diversity, and topical relevance. And the two groups responded to questions with a similar level of accuracy. In addition, questions requiring high cognitive demand amplified the differences in of verbal engagement between the conversational agent and adult partner. The study offers important implications for developing and researching conversational agent systems to support children's language development.
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Keyword:
Communication; Conversational agents; Curriculum and Pedagogy; Education; Education Systems; Language development; Specialist Studies in Education; Storybook reading; Young children
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URL: https://escholarship.org/uc/item/7544r8x5
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| 19 |
An analysis of the features of words that influence vocabulary difficulty. https://www.mdpi.com/2227-7102/9/1/8
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| 20 |
Why We Need Ethnic Studies: Building Academic Familismo Through Culturally Relevant Education to Support Students' Social Relationships and Academic Success
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