The use of chatbots in university EFL settings: Research trends and pedagogical implications

Abstract

This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. The key contribution of this study lies in its evaluation of the chatbot’s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. This will address the gap in the literature because no previous review study has conducted such an analysis. Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal.

What distance learning students want from an AI Digital Assistant

“…As three participants (I01, I03 I06) were international students and non-native English speakers, they found it useful having an AIDA that would work in different languages. Preliminary evidence shows that Gen AI approaches could be useful for language acquisition of non-native English speakers (Klímová & Ibna Seraj, 2023). At the same time, some like IO9, who is a native English speaker but from a particular region in the UK, was worried about whether or not AI would pick up her respective accent.…”

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

“…Within EFL writing courses, the adoption of chatbots has significant pedagogical consequences. Research by Klimova and Seraj (2023) explored key trends, models, and theories, offering specific teaching strategies for employing chatbots in EFL writing classes, including their use in prewriting activities and assessments. They found that students utilising mind mapping techniques generally achieve higher academic success and exhibit more logical thinking and noted the effectiveness of chatbots in evaluating students' writing abilities (Klimova & Seraj, 2023).…”

“…Research by Klimova and Seraj (2023) explored key trends, models, and theories, offering specific teaching strategies for employing chatbots in EFL writing classes, including their use in prewriting activities and assessments. They found that students utilising mind mapping techniques generally achieve higher academic success and exhibit more logical thinking and noted the effectiveness of chatbots in evaluating students' writing abilities (Klimova & Seraj, 2023). Yang's (2022) study further highlighted the role of AI chatbots in EFL writing instruction, stressing the need for an educational environment that nurtures multilingual students' literacy-mediated identities, integrating their previous literacy experiences with a dialogical teaching approach and a research-driven, multiple-draft strategy.…”

Integration of Chatbots in Additional Language Education: A Systematic Review

“…Additionally, studies like [21] and [22] propose innovative architectures, [23] and [24] integrate chatbots with CALL systems, and [25], [26], and [27] scrutinize linguistic accuracy and pedagogical implications. Further investigations, like [28], [29], and [30], explore cognitive and motivational aspects, while [31], [32], and [33] discuss emerging trends and educational roles.…”