The impact of Google Assistant on adolescent EFL learners’ willingness to communicate
Abstract
Willingness to communicate (WTC) is considered to be an important factor contributing to successful foreign language learning. Many studies aim at finding effective tools for enhancing WTC. With the support of AI and Automatic Speech Recognition technology, intelligent personal assistants (IPAs) seem to have potentials in improving foreign language learners’ WTC. However, few empirical studies focus on the possible impact of IPAs on learners’ WTC. This study was conducted to investigate the potentials of an IPA, Google Assistant, for developing adolescent EFL learners’ WTC and their perceptions of IPAs for EFL learning. This study recruited 112 eighth-grade EFL learners who engaged in Google-Assistant-language-learning activities for two weeks. Two WTC questionnaires were administered at the beginning and end of the intervention. The results demonstrated that Google Assistant significantly promoted EFL learners’ WTC, enhanced communicative confidence, and reduced speaking anxiety. Analyses of interviews revealed that participants enjoyed playing games with Google Assistant and talking to chatbots, which helped them feel less anxious and motivated to use English for real and meaningful communication. The findings indicated that IPA-based interaction provided a less threatening environment, in which learners displayed higher levels of engagement, motivation, confidence, and, in turn, their WTC in the target language.
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It is becoming increasingly difficult to distinguish whether a text is machine- or human-generated, presenting an additional major challenge to teachers and educators.
“It is becoming increasingly difficult to distinguish whether a text is machine- or human-generated, presenting an additional major challenge to teachers and educators [58, 59, 60, 61].”
From ChatGPT for good? On opportunities and challenges of large language models for education (2023) · cites this paper as [59]
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The future of language education: Teachers’ perceptions about the surge of AI writing tools
Zimotti, G., Frances, C., & Whitaker, L. (2024) · Technology in Language Teaching & Learning · doi:10.29140/tltl.v6n1.1136 · Cited by 19 · see citing works
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A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education
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- Authors
- Tai, T.-Y., & Chen, H. H.-J.
- Affiliations
- National Tsing Hua University (TW)
- National Taiwan Normal University (TW)
- Corresponding author
- Chen, Howard Hao-Jan
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2020-11-15
- Volume
- 31
- Issue
- 3
- Pages
- 1485-1502
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W3100449273
- Cited by
- 302
- References
- 28
- Citations by year
- 2026: 70 · 2025: 96 · 2024: 65 · 2023: 45 · 2022: 19 · 2021: 7
- FWCI
- 82.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Interactive Learning Environments (publishedVersion)
- Funders
- Chinese Language and Technology Center of National Taiwan Normal University
- Ministry of Education in Taiwan
- 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 › Information Systems › Mobile Learning in Education
- Keywords
- Google Assistant, willingness to communicate, virtual assistants, EFL learners, adolescents, speaking anxiety, communication confidence, chatbots, game-based interaction, student motivation, learner perceptions, AI-assisted language learning
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