The effects of voice-based AI chatbots on Korean EFL middle school students’ speaking competence and affective domains
Open accessAbstract
This study examines the effects of voice-based AI (Artificial Intelligence) chatbots on Korean EFL middle school students' speaking competence and their related affective domains: level of interest, belief, motivation, and perceived anxiety.Participants were 44 freshmen students from one Korean middle school who took part in this study.The students divided into one control group and one experimental group.During the ten-week experimental period, the students engaged in 10 chat sessions with the voice-based AI chatbot 'Echodot.'To take an examination of the effects on the students' speaking competence, they took the NEAT speaking test as pre-and post-tests.As for the affective factors, structured questionnaire surveys were conducted before and after the treatment to find out if there are any changes in their affective domains.Findings reveal that the AI chatbot effectively contributed to an improvement in speaking ability among EFL students.The survey results indicate that the students' affective aspects of AI chatbot-assisted English learning changed positively over time.Accordingly, this study provides valuable insight into the use of AI chatbots in English learning in EFL environments, suggesting that EFL teachers should try to integrate AI chatbots into their classrooms.
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The voice-based chatbots positively influenced middle school students' motivation.
“The voice-based chatbots positively influenced middle school students' motivation [43].”
From A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education (2023) · cites this paper as [43]
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References 12 · Cited by 90
Research works printed but not linked: 3
- M. Bygate, Speaking, The Cambridge Guide to Teaching English to Speakers of Other Language, UK Cambridge: Cambridge University Press, (2001).
- Saerbeck, M., Schut, T., Bartneck, C. and Janse, M. D. Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor, The 28 th International Conference on Human Factors in Computing Systems, (2010), April 10-15; Atalanta, Georgia, USA.
- Oxford, R. L., Style Analysis Survey (SAS), USA Tuscaloosa: University of Alabama, (1993)
- Authors
- Han, D.-E.
- Venue
- Asia-pacific Journal of Convergent Research Interchange
- Published
- 2020-07-31
- Volume
- 6
- Issue
- 7
- Pages
- 71-80
- ISSN
- 2508-9080 (ISSN-L)
- 2671-5325
- OpenAlex
- W3048687079
- Cited by
- 90
- References
- 12
- Citations by year
- 2026: 15 · 2025: 30 · 2024: 27 · 2023: 14 · 2022: 4
- FWCI
- 20.95
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Asia-pacific Journal of Convergent Research Interchange (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 › Information Systems › Artificial Intelligence in Education
- Keywords
- affective domain, student motivation, perceived anxiety, student learning interest, learner beliefs, chatbot-assisted language learning, junior high school students, Korean learners of English
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