The DOI matches its Crossref record, with a small difference in title or year; 43 of the 43 references it cites were found in a registry or an index.
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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“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]
In the citing paper
“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]
Citations
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Background
Research works printed but not linked: 5
- AlKhayat, A. (2017). Exploring the effectiveness of using chatbots in the EFL classroom. In P. Hubbard & S. Ioannou-Georgiou (Eds.),Teaching English reflectively with technology (pp. 20–36). IATEFL.
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- 10.1007/978-3-030-34212-8 · DOI
- 10.1007/978-3-030-34212-8 · DOI
Cited by
Sorted by citations
Jeon, J., & Lee, S. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11834-1 · Cited by 696
Self-citationDo AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
Wu, R., & Yu, Z. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13334 · Cited by 576
Determinants of Intention to Use ChatGPT for Educational Purposes: Findings from PLS-SEM and fsQCA
Foroughi, B., Senali, M. G., Iranmanesh, M., Khanfar, A. A. A., Ghobakhloo, M., Annamalai, N., & Naghmeh‐Abbaspour, B. (2023) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2023.2226495 · Cited by 510
Fathi, J., Rahimi, M., & Derakhshan, A. (2024) · System · doi:10.1016/j.system.2024.103254 · Cited by 557
Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13454 · Cited by 591
Metadata
- 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
- Social Sciences › Education › English Language Learning and Teaching
- Social Sciences › Business, Management and Accounting › Marketing › 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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