Teaching Turkish‐Dutch kindergartners Dutch vocabulary with a social robot: Does the robot's use of Turkish translations benefit children's Dutch vocabulary learning?

Abstract Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study investigates whether providing L1 translations in a robot‐assisted L2 vocabulary training facilitates children's learning. Participants were Turkish‐Dutch kindergartners ( n = 67) who were taught six Dutch (L2) words for which they knew the L1 (... Mehr ...