Chatbots in English as a foreign or second language education contexts: A review of recent empirical research

Abstract

Chatbots, as one of the conversational applications of artificial intelligence technology, have been the focus of attention in the field of second/foreign language (L2) acquisition research. However, very few studies have so far reviewed the literature on chatbots and L2 learning, in particular the learning of English as a foreign/second language (EFL/ESL). Based on this, this paper set out to review studies that are related to the use of chatbots in EFL/ESL learning contexts. The study included eleven empirical articles published in the Social Science Citation Index (SSCI) journals between the years 2018 and 2022, and all of them were analyzed in detail considering the following three aspects: 1) research features such as data collection methods, research method, and study context; 2) chatbots included in the studies; 3) results of the studies. The findings showed that all the studies were conducted in EFL contexts and most of them used a mixed-method design. It was identified that different types of chatbots were used in the studies, and the studies generally focused on improving learners’ speaking skills. The findings also revealed that the use of chatbots generally contributed positively to the EFL learning process. Furthermore, the review identified that chatbot-integrated learning had some affective/psychological outcomes. In addition to the many positive effects brought by the use of chatbots, it was also identified that chatbots had some limitations. Finally, this review study made some suggestions for future research based on the findings of this study and the identified gaps in the literature.

Keywords

• Chatbots
• chatbots in EFL/ESL contexts
• artificial intelligence
• systematic review

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