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

Kaynakça

1. Bhise, A., Munshi, A., Rodrigues, A., & Sawant, V. (2023). Overview of AI in education. In P.P. Churi, S. Joshi, M. Elhoseny, & A, Omrane (Eds.), Artificial intelligence in higher education: A practical approach (1st ed.) (pp. 31-62). CRC Press.
2. *Chien Y. C., Wu, T. T., Lai, C. H., & Huang, Y. M. (2022) Investigation of the influence of artificial intelligence markup language-based LINE ChatBot in contextual English learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.785752
3. Chu, S. T., Hwang, G. J., & Tu, Y. F. (2022). Artificial intelligence-based robots in education: A systematic review of selected SSCI publications. Computers and Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2022.100091
4. Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940.
5. *Ebadi, S., & Amini, A. (2022). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: A case of CSIEC chatbot. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2022.2096638
6. *El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), e12667.
7. Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. Language Learning & Technology, 10(3), 8-14.
8. Han, D. E. (2020). The effects of voice-based AI chatbots on Korean EFL middle school students’ speaking competence and affective domains. Asia-Pacific Journal of Convergent Research Interchange, 6, 71–80.

9. Han, J. W., Park, J., & Lee, H. N. (2022). Analysis of the effect of an artificial intelligence chatbot educational program on non-face-to-face classes: A quasi-experimental study. BMC Medical Education, 22, 830.
10. Haristiani, N. (2019, November). Artificial Intelligence (AI) chatbot as language learning medium: An inquiry. In Journal of Physics: Conference Series (Vol. 1387, No. 1, p. 012020). IOP Publishing.
11. *Hew, K. F., Huang, W., Du, J., & Jia, C. (2022). Using chatbots to support student goal setting and social presence in fully online activities: learner engagement and perceptions. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-022-09338-
12. *Hsu, M. H., Chen, P. S., & Yu, C. S. (2021). Proposing a task-oriented chatbot system for EFL learners speaking practice. Interactive Learning Environments, 1-12. https://doi.org/10.1080/10494820.2021.1960864
13. Hwang, G. J., & Chang, C. Y. (2021). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 1-14.
14. *Hwang, W. Y., Guo, B. C., Hoang, A., Chang, C. C., & Wu, N. T. (2022). Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements. Computer Assisted Language Learning, 1-27.
15. *Jeon, J. (2021): Chatbot-assisted dynamic assessment (CA-DA) for L2 vocabulary learning and diagnosis. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1987272
16. *Jeon, J. (2022). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 1-26. https://doi.org/10.1080/09588221.2021.2021241
17. Jiang, R. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1049401
18. Lee, J.-Y., & Hwang, Y. (2022). A meta-analysis of the effects of using AI chatbot in Korean EFL education. Studies in English Language & Literature, 48, 213–243.
19. *Lin, C.-J., & Mubarok, H. (2021). Learning Analytics for Investigating the Mind Map-Guided AI Chatbot Approach in an EFL Flipped Speaking Classroom. Educational Technology & Society, 24(4), 16–35.
20. *Liu, C. C., Liao, M. G., Chang, C. H., & Lin, H. M. (2022). An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading. Computers & Education, 189, 104576.
21. Pereira, J., Fernandez-Raga, M., Osuna-Acedo, S., Roura-Redondo, M., Almazan-Lopez, O., & Buldon-Olalla, A. (2019). Promoting learners’ voice productions using chatbots as a tool for improving the learning process in a MOOC. Technology Knowledge and Learning, 24(4), 545–565. https://doi.org/10.1007/s10758-019-09414-9
22. Perez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549-1565.
23. Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots for the Facebook Messenger. Computers & Education, 151, 103862.
24. Xia, L., & Zhong, B. (2018). A systematic review on teaching and learning robotics content knowledge in K-12. Computers & Education, 127, 267–282. https://doi.org/ 10.1016/j.compedu.2018.09.007
25. *Yang, H., Kim, H., Lee, J. & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL 34(3), 327–343. https://doi.org/10.1017/S0958344022000039
26. Yasmin, H. & Mazhar, R. (2023). AI in education: A few decades from now. In P.P. Churi, S. Joshi, M. Elhoseny, & A, Omrane (Eds.), Artificial intelligence in higher education: A practical approach (1st ed.) (pp. 1-30). CRC Press.
27. Zhai, C., & Wibowo, S. (2022). A systematic review on cross-culture, humor and empathy dimensions in conversational chatbots: The case of second language acquisition. Heliyon. https://doi.org/10.1016/j.heliyon.2022.e12056