Exploring the impact of social robots on second language learning in primary and elementary schools: teacher involvement and learning outcomes
Aalo Banko, Janika Leoste, Tiia Õun · Educational Media International · 2025
In this review paper we assess the effectiveness of social robots in enhancing second language learning outcomes in primary and elementary school settings and explore predominant aspects that characterize empirical studies on the utilization of social robots in language learning activities. Following the PRISMA guidelines, 19 studies from the past five years, focusing on empirical research that involved primary and elementary school students, were selected from the EBSCO database. The findings highlight global interest in using social robots for language learning across various countries, and suggest significant positive impacts of social robots on language learning outcomes. These impacts include improved vocabulary acquisition, heightened motivation, and increased engagement among students. However, technological limitations and the lack of teacher involvement could hinder implementation. We suggest that more large-sample longitudinal studies, conducted in real classroom settings and involving teachers’ perspectives, are needed for successful integration of social robots into language learning environments.