Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives
Abstract
Professionals within the field of language learning have predicted that chatbots would provide new opportunities for the teaching and learning of language. Despite the assumed benefits of utilizing chatbots in language classrooms, such as providing interactional chances or helping to create an anxiety-free atmosphere, little is known about learners’ actual use of chatbots during language classes or how chatbots affect their motivation to learn a language. To address these gaps, this exploratory study aimed to create an inventory of affordances that chatbots provide in the primary English as a foreign language (EFL) classroom and to explore how the affordances affect psychological aspects in language learners, particularly regarding their motivation to learn English through chatbots. Thirty-six Korean primary school learners participated in a 16-week EFL course that utilized customized chatbots. These chatbots were created using Google’s Dialogflow. After the course, individual in-depth interviews were conducted regarding the participants’ experiences and perceptions of the chatbots. Student-chatbot interaction logs produced during the course were also collected to supplement the interview data. Qualitative analysis of the interview transcripts and interaction logs revealed the presence of pedagogical, technological, and social affordances. Depending on the learner, the chatbot affordances were perceived differently; thus, each affordance acted as either an opportunity or a constraint for English language learning. In addition, this study specifically discussed how these chatbot affordances might have affected psychological states in language learners. Future recommendations regarding the use of chatbots in language classrooms were suggested from both pedagogical and technological perspectives.
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Using ChatGPT for English learning has big potential because learners admitted it can expand vocabulary, enhance grammatical and syntactical structures, and improve written and conversational skills.
“In addition, as the results of this study show, using ChatGPT for English learning has a big potential since learners admitted that ChatGPT can expand their vocabulary, enhance their grammatical and syntactical structures, and thus improve their written and conversational skills [28,29,41].”
From Assessing the Usability of ChatGPT for Formal English Language Learning (2023) · cites this paper as [29]
Students can ask questions, share thoughts, and discuss various topics, which reflects real-life dialogues and makes them motivated to learn a foreign language.
“Students can ask questions, share their thoughts, and discuss various topics, which reflects real-life dialogues and makes them motivated to learn a foreign language (cf. [28,29]).”
From Assessing the Usability of ChatGPT for Formal English Language Learning (2023) · cites this paper as [29]
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Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity
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Self-citationAI ‐powered vocabulary learning for lower primary school students
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“Worse, they might lack teacher support (Jeon, 2022) and AI courses, which might affect their perception of AI and cause anxiety when accepting and using AI products.”
BackgroundEducators’ perspective on artificial intelligence: equity, preparedness, and development
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An artificial vocabulary learning assistant
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- Authors
- Jeon, J.
- Affiliations
- Seoul National University of Education (KR)
- Corresponding author
- Jeon, Jaeho
- ORCID
- Jeon, Jaeho
- Venue
- Computer Assisted Language Learning
- Publisher
- Informa UK Limited
- Published
- 2022-01-10
- Volume
- 37
- Issue
- 1-2
- Pages
- 1-26
- ISSN
- 0958-8221 (ISSN-L)
- 1744-3210
- OpenAlex
- W4206806123
- Semantic Scholar
- f396762bc127f3411128fa0f6db5cbf3d5594bb5
- Cited by
- 433
- References
- 42
- Citations by year
- 2026: 149 · 2025: 134 · 2024: 102 · 2023: 40 · 2022: 8
- FWCI
- 267.24
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Computer Assisted Language Learning (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Physical Sciences › Computer Science › Artificial Intelligence › AI in Service Interactions
- Keywords
- chatbots, affordances, English as a foreign language, elementary school students, student motivation, student experience, Dialogflow, pedagogical affordances, technology affordances, social affordances, Korean language learners
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