This article explores the long-term child-robot interaction (CRI) in the context
of robot-assisted language learning (RALL). More specifically, we examined how
robot literacy, the ability to have appropriate relations and interactions with a robot,
manifested itself in the use of L2 communication strategies in French as a second
language (L2). Our primary research question centres on the role of familiarity
with the robot and the development of robot literacy through engagement in L2
interaction. We compared the experiences of fourth graders who had interacted with
a social robot over a prolonged period with fifth graders without such experience.
A usage-based approach to examine L2 oral communication strategies, including
conversation management, was employed. The findings revealed that robot literacy
positively impacted learners’ willingness to communicate with the robot and
their L2 interactional skills. This improved their communication strategies, and
understanding of language structures. Unlike previous studies emphasizing the
positive impact of novelty in RALL, this study suggests that long-term familiarity
might, in fact, benefit the learners more in a one-on-one setting. The research
underscores the importance of robot literacy and familiarity in shaping effective
engagement and language development outcomes. It contributes to the CRI discourse
and highlights the intertwined relationship between technology, education, and
societal progress. Overall, the study posits that enhancing robot literacy equips
learners with skills to navigate the evolving technological landscape, fostering social
and linguistic sustainability.