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\nLanguage teachers’ perceptions and acceptance of educational robotics for classroom integration  \nXiaotong Yu 1*  \n 0000-0001-6161-2498  \nMaría Ángeles Gutiérrez-García 1  \n 0000-0001-7376-6064  \nRoberto Soto-Varela 2  \n 0000-0003-2105-5580  \nMelchor Gómez-García 1  \n 0000-0003-3453-218X  \n1 Autonomous University of Madrid, Madrid, SPAIN  \n2 University of Valladolid, Valladolid, SPAIN  \n* Corresponding author: xiaotong.yu01@estudiante. uam.es  \nCitation: Yu, X., Gutiérrez-García, M. Á ., Soto-Varela, R., & Gómez-García, M. (2025) . Language teachers’ perceptions and acceptance of educational robotics for classroom integration. Contemporary Educational Technology, 17(1), ep545 .  \n[https://doi.org/10.30935/cedtech/15637](https://doi.org/10.30935/cedtech/15637)  \nARTICLE INFO ABSTRACT  \n\n| Received: 24 Jul 2024\u003Cbr>Accepted: 12 Oct 2024\u003Cbr>INTRODUCTION | Robotics education and robot-embedded learning have become focal points in recent interdisciplinary and innovative education. Despite the identified opportunities, there are still limitations and considerations before integrating educational robotics into foreign language education on a large scale. This survey investigates foreign language teachers’ perceptions and acceptance of teaching with educational robotics and robot-assisted language learning. To achieve this, the ERPA scale, containing five subscales measuring teachers’ technological, pedagogical, and content knowledge, and the perceived usefulness of robots, was adapted asthe data collection instrument. The scale consisted of 19 items based on a 5-point Likert scale. A total of 109 foreign language teachers from Spain participated in the survey. The results suggest a positive relationship between teachers’ basic digital competence, technological knowledge of robot usage, pedagogical knowledge in foreign language teaching, and perceived usefulness of robots. Additionally, the length of service and target language positively affect acceptance. This research contributes to current educational robotics studies by identifying features of robots considered suitable for language teaching, such as animal-like embodiments instead of humanoid forms.\u003Cbr>Keywords: attitudes, acceptance, educational robotics, EFL, second language |\n| --- | --- |\n\nRecent developments in educational robotics have highlighted the need to explore attitudes toward this technology for mass-market implementation in educational institutions. At the current stage, robot-assisted learning, or learning embedded with robots, has experienced a gradual transition from a concept rooted in science fiction to a prevalent global educational practice as a consequence of the persistent effort of roboticists, educators, and psychologists (Reich-Stiebert & Eyssel, 2016) .  \nResearchers and educators have identified the potential of educational robotics (Arís & Orcos, 2019) . The primary reason that robots are considered to have a positive impact on education is that children appear tobe more engaged in the learning process (Chin et al., 2014) . Additionally, social robots can mimic human  \nresponses, making them more effective teaching aids than computers or other technological instructional tools (Tuna & Tuna, 2019) .  \nRobotics is directly linked to STEM education (Eguchi & Uribe, 2017) . Researchers have identified that the anticipated learning outcomes extend beyond the acquisition of content knowledge as seen with traditional learning, to include improvements in students’ behavioral, social, scientific, cognitive, and intellectual attitudesand skills (Latip et al., 2020; Rahman, 2021) . Beyond STEM education, educational robotics has also been successfully integrated into assisting language learning, interdisciplinary learning, and special education (Linet al., 2022; Pei & Nie, 2018; Van den Berghe et al., 2019; Yu et al., 2024) .  \nThe rise of new inf","cbCainif7q2x12bl","https://ap.wps.com/l/cbCainif7q2x12bl","pdf",332842,13,"English","# Introduction\n## Related work","[{\"question\":\"What topic does the study investigate?\",\"answer\":\"It investigates foreign language teachers’ perceptions and acceptance of educational robotics and robot-assisted language learning for classroom integration.\"},{\"question\":\"How was data collected?\",\"answer\":\"The ERPA scale was adapted as the data collection instrument, consisting of 19 Likert-scale items across five subscales.\"},{\"question\":\"What factors are associated with teachers’ acceptance?\",\"answer\":\"Acceptance is positively related to teachers’ basic digital competence, technological knowledge of robot usage, pedagogical knowledge for foreign language teaching, and perceived usefulness of robots, with service length and target language also contributing positively.\"}]","Language teachers’ perceptions and acceptance of educational robotics for classroom integration | PDF",1792088869,33]