On Dialogflow Chatbot API-based Dynamic Assessment Aligned with Primary English Classroom Activities

The purpose of this study is to improve learners’ communicative competence through dialogflow chatbot Application Program Interface (API)-based dynamic assessment aligned with primary English classroom activities. To achieve the purpose, two lesson plans presented to demonstrate a class for Teaching English in English (TEE)-Ace were analyzed in terms of ongoing assessment. It was found that 1) teachers did not establish Zone of Proximal Development (ZPD) and levels of learners, and they did not develop assessment methods and strategies, 2) they did not present methods of assistance such as pre-class (motivation, language input), while-class (suggestion, modelling, feedback, instruction), and post-class (confirming, feedback, developing) during interacting between teachers and learners, 3) they did not design methods of scaffolding strategies such as explaining simply, giving hints, asking questions, and giving ample opportunities of expressing to learners in detail, and 4) they did not develop a self-assessment sheet for learners to reflect their works and then to demonstrate creative outcomes. From the findings, it was suggested that teachers need to understand a framework of artificial intelligence (AI) to effectively use dialogflow chatbot API-based DA aligned with primary English classroom activities, regarding the key competences and accomplishment standards of the 2015 Revised English National Curriculum.