Examining the impact of Intelligent Personal Assistants with self-reflection on language learning beyond the classroom

The use of Intelligent Personal Assistants (IPAs) has played an important role in enhancing L2 learners’ listening and speaking skills in classroom contexts. However, additional support is required for effective learning when IPAs are used beyond the classroom. In this context, self-reflection has found to be an effective strategy for facilitating learning. This study examined the effects of self-reflection and IPAs on learners’ listening and speaking skills in out-of-classroom contexts, as well as learners’ perceptions of using IPAs for language learning and independent learning. One class participated in the study and was divided into two groups. Both groups completed mock TOEIC listening and speaking tests before and after the experiment and responded to a survey about their experiences using IPAs for language learning and independent learning. While both groups engaged in interactions with IPAs, the experimental group completed self-reflection forms. The analysis of pre- and post-test results revealed that the experimental group showed significant improvement in both listening and speaking skills, while the control group showed significant improvement in speaking skills. IPAs provided learners with meaningful opportunities to use the target language and engage in authentic listening and speaking tasks. Furthermore, the experimental group outperformed the control group in both listening and speaking skills, highlighting the added benefit of self-reflection. Self-reflection supported learners’ independent learning with IPAs, contributing to improved performance. While both groups believed that IPAs could promote independent learning, only learners who engaged in self-reflection developed significantly more positive attitudes toward the independent use of IPAs.