Investigation of the Influence of Artificial Intelligence Markup Language-Based LINE ChatBot in Contextual English Learning

Abstract

This study is intended to create an innovative contextual English learning environment making use of the widely used communication software, LINE ChatBot, based on the Artificial Intelligence Markup Language (AIML), in order to improve speaking and listening ability among learners. A total of 73 students were invited to participate in learning activities involving a 4-week English conversation exercise including both speaking and listening. Additionally, in order to explore the influence of competition on language acquisition, we added competition characteristics to the learning activities in the experimental group to enhance learning motivation and learning outcomes. The results showed that with the help of the LINE ChatBot contextual learning environment, the performance of both groups of students was slightly enhanced, but no significant differences were found. Meanwhile, extrinsic motivation in both the experimental and control group was improved if they spoke anonymously. That is, the contextual learning environment based on the LINE ChatBot significantly improved the learners’ English speaking and listening ability. In addition, the results showed that the addition of a competition element effectively enhanced the learners’ intrinsic motivation to learn English on the LINE ChatBot.

Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis

“…Learning knowledge and skills are generally associated with intellectual outcomes (Salas‐Pilco, 2020). Much of the current literature on AI chatbots found improved learning performance in terms of various aspects, including vocabulary acquisition (Kim, 2018b; Ruan et al, 2021), listening tests (Chien et al, 2022; Kim, 2018a), speaking tests (Lin & Mubarok, 2021), writing skills (Lin & Chang, 2020), grammar skills (Nghi et al, 2019), public health knowledge (Lee et al, 2022), cultural knowledge (Mageira et al, 2022), nursing concepts (Chang et al, 2022) and instructional technology knowledge (Fidan & Gencel, 2022). However, recent research revealed that there was no significant difference in learning performance between the chatbot group and the control group (Yin et al, 2021).…”

“…Several studies demonstrated the positive influence of AI chatbots on learning motivation. Evidence suggested that AI chatbots capable of providing goal‐oriented feedback could motivate students to practice English speaking skills (Han, 2020) and listening skills (Chien et al, 2022). Moreover, students using AI chatbots had a higher level of motivation to learn English vocabulary (Kim, 2018b) and knowledge of public health (Lee et al, 2022).…”

“…A growing body of research has explored the possible effects of AI chatbots in education (Jeon, 2022). Evidence showed that AI chatbots could promote students' academic performance (Kim, 2018a; Vázquez‐Cano et al, 2021), inspire learning interest (Wambsganss et al, 2021), and boost learning motivation (Chien et al, 2022; Kim, 2018b), engagement (Ruan et al, 2021), and learning self‐efficacy (Yin et al, 2021). Besides, it was found that students could relieve learning anxiety and stress while using AI chatbots in the learning process (Klos et al, 2021; Terblanche et al, 2022).…”

Integration of Chatbots in Additional Language Education: A Systematic Review

“…highlights that chatbots enable timely teaching and explanation, comforting students when they encounter knowledge gaps. Chien et al (2022) found that students felt more at ease using a chatbot compared to interacting with a real partner. Bibauw et al (2019) demonstrated that introducing a dialogue-based chatbot reduced students' nervousness during language exercises, fostering engagement.…”

“…Moreover, chatbots show the potential to develop listening skills. While limited research exists, as indicated by Kim (2018b), recent studies by , which involved university participants and employed qualitative methods, engagement and Chien et al (2022), which included high-school students and used quasi-experimental quantitative methods, recognize chatbots as valuable tools for enhancing language proficiency, particularly in speaking and listening. Furthermore, chatbots have been shown to enhance writing skills in a foreign language, addressing grammar, composition, and other written forms (L. K. Fryer et al, 2019;Kohnke et al, 2023).…”