CALL, MALL, and other technology-related issues
Abazar Gholami; Saeed Ahmadi; Hamideh Taheri
Abstract
Recently, the use of chatbots in language learning has attracted considerable attention. However, there is a scarcity of investigations delving into the impact of chatbots on enhancing EFL learners’ speaking in the light of their learning adaptability. Consequently, this research examined the effectiveness ...
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Recently, the use of chatbots in language learning has attracted considerable attention. However, there is a scarcity of investigations delving into the impact of chatbots on enhancing EFL learners’ speaking in the light of their learning adaptability. Consequently, this research examined the effectiveness of integrating chatbots on the speaking performance of EFL learners possessing varying levels of learning adaptability. To this aim, initially, a learning adaptability scale was administered to a group of 108 EFL learners, from whom 36 individuals exhibiting the highest adaptability scores and another 36 with the lowest scores were identified. Subsequently, both groups received a speaking pretest. Following this, the groups engaged in 12 sessions of speaking practice utilizing a chatbot. After the intervention, both groups took a speaking posttest. Furthermore, 15 participants from each group participated in semi-structured interviews. The results of One-way ANCOVA revealed that the group with high learning adaptability surpassed their counterparts with low adaptability in speaking performance. The qualitative analysis results indicated that while the high adaptability group exhibited predominantly positive attitudes towards utilizing chatbots, the low adaptability group primarily expressed negative perceptions. The findings are discussed, and implications for language teaching and learning are provided.
