Chatbots in English as a foreign or second language education contexts: A review of recent empirical research

Hatice Okyar

Makale detayları

Chatbots in English as a foreign or second language education contexts: A review of recent empirical research

Yazarlar:

Hatice Okyar

Yayıncı:

Yakup YILMAZ

Ana Başlıklar:

İngiliz ve İrlanda Dili | Edebiyatı ve Kültürü

Dergi:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 36, pp.1333-1346

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301153

pISSN:

2148-7782

Anahtar kelimeler:

Özet:

 Chatbots, as one of the conversational applications of artificial intelligence technology, have been the focus of attention in the field of secondforeign language L2 acquisition research. However, very few studies have so far reviewed the literature on chatbots and L2 learning, in particular the learning of English as a foreignsecond language EFLESL. Based on this, this paper set out to review studies that are related to the use of chatbots in EFLESL learning contexts. The study included eleven empirical articles published in the Social Science Citation Index SSCI journals between the years 2018 and 2022, and all of them were analyzed in detail considering the following three aspects: 1 research features such as data collection methods, research method, and study context; 2 chatbots included in the studies; 3 results of the studies. The findings showed that all the studies were conducted in EFL contexts and most of them used a mixed-method design. It was identified that different types of chatbots were used in the studies, and the studies generally focused on improving learners speaking skills. The findings also revealed that the use of chatbots generally contributed positively to the EFL learning process. Furthermore, the review identified that chatbot-integrated learning had some affectivepsychological outcomes. In addition to the many positive effects brought by the use of chatbots, it was also identified that chatbots had some limitations. Finally, this review study made some suggestions for future research based on the findings of this study and the identified gaps in the literature.

 Chatbots, as one of the conversational applications of artificial intelligence technology, have been the focus of attention in the field of secondforeign language L2 acquisition research. However, very few studies have so far reviewed the literature on chatbots and L2 learning, in particular the learning of English as a foreignsecond language EFLESL. Based on this, this paper set out to review studies that are related to the use of chatbots in EFLESL learning contexts. The study included eleven empirical articles published in the Social Science Citation Index SSCI journals between the years 2018 and 2022, and all of them were analyzed in detail considering the following three aspects: 1 research features such as data collection methods, research method, and study context; 2 chatbots included in the studies; 3 results of the studies. The findings showed that all the studies were conducted in EFL contexts and most of them used a mixed-method design. It was identified that different types of chatbots were used in the studies, and the studies generally focused on improving learners speaking skills. The findings also revealed that the use of chatbots generally contributed positively to the EFL learning process. Furthermore, the review identified that chatbot-integrated learning had some affectivepsychological outcomes. In addition to the many positive effects brought by the use of chatbots, it was also identified that chatbots had some limitations. Finally, this review study made some suggestions for future research based on the findings of this study and the identified gaps in the literature.

 Chatbots, as one of the conversational applications of artificial intelligence technology, have been the focus of attention in the field of secondforeign language L2 acquisition research. However, very few studies have so far reviewed the literature on chatbots and L2 learning, in particular the learning of English as a foreignsecond language EFLESL. Based on this, this paper set out to review studies that are related to the use of chatbots in EFLESL learning contexts. The study included eleven empirical articles published in the Social Science Citation Index SSCI journals between the years 2018 and 2022, and all of them were analyzed in detail considering the following three aspects: 1 research features such as data collection methods, research method, and study context; 2 chatbots included in the studies; 3 results of the studies. The findings showed that all the studies were conducted in EFL contexts and most of them used a mixed-method design. It was identified that different types of chatbots were used in the studies, and the studies generally focused on improving learners speaking skills. The findings also revealed that the use of chatbots generally contributed positively to the EFL learning process. Furthermore, the review identified that chatbot-integrated learning had some affectivepsychological outcomes. In addition to the many positive effects brought by the use of chatbots, it was also identified that chatbots had some limitations. Finally, this review study made some suggestions for future research based on the findings of this study and the identified gaps in the literature.

 Chatbots, as one of the conversational applications of artificial intelligence technology, have been the focus of attention in the field of secondforeign language L2 acquisition research. However, very few studies have so far reviewed the literature on chatbots and L2 learning, in particular the learning of English as a foreignsecond language EFLESL. Based on this, this paper set out to review studies that are related to the use of chatbots in EFLESL learning contexts. The study included eleven empirical articles published in the Social Science Citation Index SSCI journals between the years 2018 and 2022, and all of them were analyzed in detail considering the following three aspects: 1 research features such as data collection methods, research method, and study context; 2 chatbots included in the studies; 3 results of the studies. The findings showed that all the studies were conducted in EFL contexts and most of them used a mixed-method design. It was identified that different types of chatbots were used in the studies, and the studies generally focused on improving learners speaking skills. The findings also revealed that the use of chatbots generally contributed positively to the EFL learning process. Furthermore, the review identified that chatbot-integrated learning had some affectivepsychological outcomes. In addition to the many positive effects brought by the use of chatbots, it was also identified that chatbots had some limitations. Finally, this review study made some suggestions for future research based on the findings of this study and the identified gaps in the literature.

Makale detayları

Chatbots in English as a foreign or second language education contexts: A review of recent empirical research

Yazarlar:

Hatice Okyar

Yayıncı:

Yakup YILMAZ

Ana Başlıklar:

İngiliz ve İrlanda Dili | Edebiyatı ve Kültürü

Dergi:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 36, pp.1333-1346

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301153

pISSN:

2148-7782

Chatbots

chatbots in EFL/ESL contexts

artificial intelligence

systematic review

Sayı

Makale detayları

Chatbots in English as a foreign or second language education contexts: A review of recent empirical research

Yazarlar: Hatice Okyar

Yayıncı: Yakup YILMAZ

Ana Başlıklar: İngiliz ve İrlanda Dili | Edebiyatı ve Kültürü

Dergi: RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 36, pp.1333-1346

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001301153

pISSN: 2148-7782

Chatbots

chatbots in EFL/ESL contexts

artificial intelligence

systematic review

Sayı

Yazarlar:

Hatice Okyar

Yayıncı:

Yakup YILMAZ

Ana Başlıklar:

İngiliz ve İrlanda Dili | Edebiyatı ve Kültürü

Dergi:

RumeliDE Dil ve Edebiyat Araştırmaları Dergisi Issue 36, pp.1333-1346

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001301153

pISSN:

2148-7782