Implementing AI-based Conversational Chatbots in EFL Speaking Classes: An Evolutionary Perspective

Abstract

In the twenty first century, artificial intelligence (AI) has undergone an unprecedented development as a result of the advancements in computer science as well as the ability to access and store data. The present study aims not only to investigate the impact of AI-based conversational chatbots on learning in general and students’ speaking skills in particular, but also to enhance students’ engagement in educational settings. In the present study, two theories of learning; namely, the Situated Learning theory and the Self-regulated theory were adopted in the face-to-face classroom. The researcher collected data about the required variables by both a questionnaire and a pre-test and a post-test. The data have been analysed using standard statistical techniques. Based on both a Chi-square and a correlations test, results indicated that there is a positive impact of the integration of conversational chatbots on EFL learners’ speaking performance in the post-test of the present study.

The use of chatbots in university EFL settings: Research trends and pedagogical implications

“…In support of satisfaction, Hew et al (2022) found positive learner experiences concerning the chatbots’ perceived usefulness and ease of use. This was also true for the study by Mahmoud (2022) .…”

“…Kim et al (2021) showed that learners improved in terms of using intonation, stress, and fluency in speaking skills after using chatbots. The findings revealed that chatbots enhanced students’ engagement in developing speaking skills inside and outside the classroom ( Mahmoud, 2022 ). Moreover, for learning specific language skills, a chatbot generates excitement and fun while learning ( Nghi et al, 2019 ).…”

“…We showed that chatbots facilitated situated learning providing authentic settings and contexts, whether inside or outside the classroom ( Mahmoud, 2022 ). Here, learners gain the necessary knowledge by taking advantage of every opportunity in a natural and realistic setting.…”

“…The oldest one dates back as late as 2019, which indicates that the use of chatbots in university EFL classrooms is quite novel, and the number of these studies reveal that the research on their applications is scarce ( Yin and Satar, 2020 ; Belda-Medina and Calvo-Ferrer, 2022 ; Merelo et al, 2022 ). Nevertheless, all the studies found that chatbots had a positive impact on the development of learners’ English language skills, especially on developing learners’ speaking skills in terms of suprasegmental features, e.g., intonation, and stress, as well as fluency engaging learners in practice inside and outside the classes ( Kim et al, 2021 ; Mahmoud, 2022 ; or Lin and Mubarok, 2021 ), as well as facilitating peer and group activities among learners ( Mahmoud, 2022 ). However, we indicated that more research should be done among low-level foreign language learners since these benefit from using chatbots the least ( Yin and Satar, 2020 ) to address the gaps in the literature.…”

“…In this mini-review, we pointed out that self-regulatory learning was facilitated through the application of AI chatbots in language classrooms. Using adaptive learning environments and intelligent tutoring systems, chatbots encourage self-regulated learning by enhancing the individual learner's experience (Mahmoud, 2022). The Frontiers in Psychology 05 frontiersin.org dynamic process of self-regulated learning, which is comprised of cognitive, affective, motivational, and behavioral components, allows learners to control their own learning (Panadero, 2017).…”