Chatbots and Speaking Performance of EFL Learners With High and Low Levels of Learning Adaptability: Effects and Percepts
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 ef...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-06-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3651_86f4fd18892e7a348f7fd68a6ea014db.pdf |
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| Summary: | 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 chatbots. 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. |
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| ISSN: | 2676-5985 |