Educational strategies mediated by AI avatars to strengthen listening and speaking in higher education

Abstract

The article explores the role of digital avatars as a tool to enhance the effectiveness of foreign language learning among university students and outlines effective educational strategies for their integration. The quantitative empirical design with elements of a quasi-experiment was used. An experimental group (n = 80) that studied using digital avatars and a control group (n = 80) that studied using traditional methods were used for comparison. The sample included students studying English (n = 84) and German (n = 76). The findings showed a significant advantage for the experimental group in communicative competence in a foreign language (p < 0.001; d = 0.68). A significant main effect of the use of avatars (η² = 0.11) without interaction with the language of instruction was also demonstrated. The intensity of the use of avatars had a positive effect on the aspects of motivation (r = 0.42) and engagement (r = 0.38). It was noted that the use of avatars was a predictor of competence (β = 0.31). The findings summarized that the most pronounced effects were found for listening and speaking.