Author(s)

Guo Ziwen ¹, Yan Hongwei ¹

Affiliation(s)

¹ Heilongjiang University of Finance and Economics, Hulan District, Harbin, Heilongjiang 150000, China

Corresponding Author

Guo Ziwen

ABSTRACT

Technology, particularly artificial intelligence (AI), is well recognised for its potential to enhance English language acquisition. The influence of AI-mediated activities on learners' communication willingness is mostly unexamined. This research investigated the influence of an artificial intelligence (AI) chatbot on learners' willingness to communicate (WTC) in English as a foreign language. Forty students participated in the semester-long study. The class was randomly allocated to either an experimental group (n = 20) or a control group (n = 20). The experimental group participated in eight communication tasks with the AI chatbot during class, whereas the control group undertook traditional communication activities. The data collection process entailed the distribution of a WTC questionnaire. The experimental group willingly engaged in a semi-structured interview. An independent sample t-test indicated no statistically significant difference in WTC levels between the two groups at the semester's onset. Subsequent to the eight intervention sessions, the ANCOVA revealed a substantial enhancement in the WTC of students in the experimental group, alongside a reduction in anxiety levels and an improvement in communicative confidence. Analysis of the interviews indicated that students exhibited less fear and enhanced their willingness to communicate in English. The findings indicate that chatbot-mediated interaction fostered a learner-friendly environment, leading to increased engagement and enhanced English willingness to communicate (WTC).

KEYWORDS

Willing to Communicate; English Chatbot; Second Language Learning

CITE THIS PAPER

Guo Ziwen, Yan Hongwei, The Impact of Artificial Intelligence Chatbots on Young Efl Learners' Willingness to Communicate. Curriculum and Teaching Methodology (2025) Vol. 8: 112-119. DOI: http://dx.doi.org/10.23977/curtm.2025.080116.

REFERENCES

[1] Yuan Y. An empirical study of the efficacy of AI chatbots for English as a foreign language learning in primary education. Interactive Learning Environments. 2023 Nov 13; 1–16.
[2] Hsu MH, Chen PS, Yu CS. Proposing a task-oriented AI dialogue system system for EFL learners. Speaking practice. Interactive Learning Environments. 2023; (7):297–308.
[3] Fathi J, Rahimi M, Derakhshan A. Improving EFL learners' speaking skills and willingness to communicate via artificial intelligence-mediated interactions [J]. System, 2024, 121: 103254.
[4] Wu T, Yu Z. Bibliometric and Systematic Analysis of Artificial Intelligence Chatbots' Use for Language Education. Journal of University Teaching and Learning Practice. 2024 Apr 19; 21(06).
[5] Zhai C, Wibowo S. A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students' interactional competence in the university. Computers and Education: Artificial Intelligence. 2023 Mar; 4:100134.
[6] Ebadi S, Amini A. Examining the roles of social presence and human-likeness on Iranian EFL learners' motivation using artificial intelligence technology: a case of CSIEC chatbot. Interactive Learning Environments. 2022 Jul 25; 1–19. 
[7] Kim NY, Cha Y, Kim HS. Future English learning: Chatbots and artificial intelligence. Multimedia-Assisted Language Learning. 2019; 22(3).
[8] El Shazly, R., 2021. Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), p.e12667.
[9] Reinders H, Wattana S. Can I say something? The effects of digital gameplay on willingness to communicate. 2014. 

Sponsors, Associates, and Links

---

• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education