Autonomous Learning Through Chatbot-based Application Utilization to Enhance Basic Japanese Competence of Vocational High School Students

Abstract

This study sought to examine vocational students’ evaluation and feedback regarding the chatbot-based application as an assistive technology in learning basic Japanese in vocational high school and investigate students’ recommendations on the possible future advancement of the chatbot-based application to help students learn the Japanese language better. This study employed a questionnaire and follow-up interview to collect the data, which questionnaire was administered to 100 vocational students enrolled in 8 state vocational high schools located in different regions in Indonesia. The data collected were analysed using SPSS 24, and also tested for reliability and validity. The findings of this study denote the use of the chatbot-based application, namely Gengobot, useful in enhancing students’ basic Japanese grammar learning, improving vocabulary mastery related to vocational terminologies, providing practices for basic Japanese language level exercise, having attractive and interactive features, and fostering learners’ autonomy and independence learning due to its practicality, portability, accessibility, and flexibility. The results also conveyed the practicality problems and confusion in using the application as an application integrated into social media. Hence, further development of the chatbot-based application Gengobot as assistive technology in learning Japanese is recommended. All in all, the chatbot-based application Gengobot as an assistive Japanese language learning application can be concluded as compelling, and is recommended to be used for vocational students to enhance autonomous learning as well as to support distance learning.

Integration of Chatbots in Additional Language Education: A Systematic Review

“…Furthermore, the use of chatbots can have a positive impact on reading comprehension skills thanks to one-on-one interactions enabling more effective skill development through generating comprehension questions and reading tasks (Abu Shawar, 2017; H.-L. Chen et al, 2020;Kohnke et al, 2023). Regarding writing skills in a foreign language, a chatbot can be useful to practice writing and text comprehension, grammatical correctness, and proper paragraph and dialogue composition (L. K. Fryer et al, 2019;Haristiani et al, 2022;Kohnke et al, 2023;M. P.-C. Lin & Chang, 2020).…”

“…Previous studies revealed various shortcomings in the functioning of chatbots, such as their limited ability to understand and generate natural language and free-flowing conversation, as well as delays in response, which may negatively affect the development of communication skills (Jia, 2009;Mazur et al, 2012). Studies indicate the usefulness of chatbots in improving student's grammar, spelling, punctuation, and syntax learning Haristiani et al, 2022;Vázquez-Cano et al, 2021). Furthermore, some language learners tend to feel more comfortable while talking to chatbots than with real people and it can result in demonstrating higher levels of meditation .…”

“…Besides, chatbots allow students to make their own decisions and provide personalized tasks and instant feedback, which are supposed to have a positive impact on students' involvement in interactions and their feeling of control of their own learning strategies (Al-Abdullatif et al, 2023;Y. Chen et al, 2023;Haristiani et al, 2022;Mageira et al, 2022;Vázquez-Cano et al, 2021;Yildiz Durak, 2023). This is consistent with the findings of previous studies, which described the use of chatbots as an activity that enhances motivation, self-confidence, and autonomy by allowing students to control the learning process and utilize various software functions (Petroni, 2012).…”

“…However, recent studies show the increasing usefulness of chatbots in enhancing students' grammar knowledge. Haristiani et al (2022) demonstrated in their quantitative research, which involved vocational students, that Gengobot's features align with basic Japanese learning materials, making learning easier for students. Additionally, , in quantitative research conducted with university students, found that learners feel more comfortable talking to chatbots than to peers or teachers, improving verbal memory, cognitive balance, vocabulary, and spelling.…”

“…In the context of interaction with chatbots, authors often emphasize increasing students' autonomy in learning a foreign language. Chatbots possess characteristics such as attractiveness, interactiveness, and flexibility, which support students' autonomy and independence in learning (Haristiani et al, 2022). According to Yildiz Durak (2023), chatbots provide an alternative autonomous learning environment, fostering independent decision-making without fear of mistakes, as evidenced by Mageira et al's (2022) mixed-method study conducted on university students.…”