A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education

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dc.authoridPikhart, Marcel/0000-0002-5633-9332
dc.contributor.authorKizil, Aysel Sahin
dc.contributor.authorKlimova, Blanka
dc.contributor.authorPikhart, Marcel
dc.contributor.authorParmaxi, Antigoni
dc.date.accessioned2025-03-20T09:50:47Z
dc.date.available2025-03-20T09:50:47Z
dc.date.issued2025
dc.departmentİzmir Bakırçay Üniversitesi
dc.description.abstractBackgroundThe rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.ObjectivesThis study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.MethodsFollowing the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.ResultsThe findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.ConclusionsThis systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.
dc.identifier.doi10.1111/jcal.70001
dc.identifier.issn0266-4909
dc.identifier.issn1365-2729
dc.identifier.issue2
dc.identifier.scopus2-s2.0-85216981018
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1111/jcal.70001
dc.identifier.urihttps://hdl.handle.net/20.500.14034/2318
dc.identifier.volume41
dc.identifier.wosWOS:001413068100001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWiley
dc.relation.ispartofJournal of Computer Assisted Learning
dc.relation.publicationcategoryDiğer
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250319
dc.subjectapplied linguistics
dc.subjectchatbots
dc.subjectconversational agents
dc.subjectforeign language learning
dc.subjectlanguage education
dc.subjectsecond language acquisition
dc.titleA Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education
dc.typeReview

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