Using Chatbots as AI Conversational Partners in Language Learning

Abstract

Recent advances in Artificial Intelligence (AI) and machine learning have paved the way for the increasing adoption of chatbots in language learning. Research published to date has mostly focused on chatbot accuracy and chatbot–human communication from students’ or in-service teachers’ perspectives. This study aims to examine the knowledge, level of satisfaction and perceptions concerning the integration of conversational AI in language learning among future educators. In this mixed method research based on convenience sampling, 176 undergraduates from two educational settings, Spain (n = 115) and Poland (n = 61), interacted autonomously with three conversational agents (Replika, Kuki, Wysa) over a four-week period. A learning module about Artificial Intelligence and language learning was specifically designed for this research, including an ad hoc model named the Chatbot–Human Interaction Satisfaction Model (CHISM), which was used by teacher candidates to evaluate different linguistic and technological features of the three conversational agents. Quantitative and qualitative data were gathered through a pre-post-survey based on the CHISM and the TAM2 (technology acceptance) models and a template analysis (TA), and analyzed through IBM SPSS 22 and QDA Miner software. The analysis yielded positive results regarding perceptions concerning the integration of conversational agents in language learning, particularly in relation to perceived ease of use (PeU) and attitudes (AT), but the scores for behavioral intention (BI) were more moderate. The findings also unveiled some gender-related differences regarding participants’ satisfaction with chatbot design and topics of interaction.

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

“…Another vital theme derived from the analysis was the satisfaction of using chatbots for teaching and learning different language skills. Belda-Medina and Calvo-Ferrer (2022) investigated participants’ level of satisfaction employing the Chatbot–Human Interaction Satisfaction Model (CHISM) and found positive perception of the integration of conversational agents in language learning in terms of participants’ perceived ease of use (PeU) and attitudes (AT). In support of satisfaction, Hew et al (2022) found positive learner experiences concerning the chatbots’ perceived usefulness and ease of use.…”

“…Here, learners gain the necessary knowledge by taking advantage of every opportunity in a natural and realistic setting. As Chatbots are conversational agents, learners interact with others primarily through language, and conversation creates learning in the class and out of the class ( Adamopoulou and Moussiades, 2020 ; Belda-Medina and Calvo-Ferrer, 2022 ). The advantage of chatbots in education is improving the learning experience ( Okonkwo and Ade-Ibijola, 2021 ).…”

“…The chatbots facilitated the Socratic Inquiry method in EFL group discussions, increasing learners’ critical thinking, satisfaction, and number of conversations ( Belda-Medina and Calvo-Ferrer, 2022 ). Furthermore, the chatbot online group discussion enhanced learners’ collaborative learning activity and cognitive engagement in discussions ( Hew et al, 2022 ; Kuhail et al, 2022 ).…”

“…Chatbots refer to a dialog system replicating written and/or verbal communication with human users, typically over the Internet. The dialogue system can be text-based or task-based and respond with speech, graphics, virtual gestures, or physically assisted tactual gestures ( Belda-Medina and Calvo-Ferrer, 2022 ). In addition, thanks to their automated responses, they are becoming effective in language classes ( Smutny and Schreiberova, 2020 ).…”

A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition

“…Digital-based foreign language teaching has been found to be effective in improving speaking skills. For example, research has shown that using digital language-learning software such as AI and chatbots can lead to gains in pronunciation, fluency, and vocabulary (Belda-Medina & Calvo-Ferrer, 2022 ). Additionally, the use of digital tools such as video conferencing and speech recognition software can provide learners with opportunities to practice their speaking skills in a simulated real-life context (Ranieri et al, 2016 ).…”