Effects of Different Types of Chatbots on EFL Learners' Speaking Competence and Learner Perception
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This study explores effects of two types of chatbots – voice-based and text-based – on Korean EFL learners’ speaking competence and learner perception. Participants were 80 freshmen students taking an English-speaking class at a university in Korea. They were divided into two experimental groups at random. During the sixteen-week experimental period, participants engaged in 10 chat sessions with the two different types of chatbots. To take a close examination of effects on the improvement of speaking competence, they took the TOEIC speaking test as pre- and post-tests. Structured questionnaire-based surveys were conducted before and after treatment to determine if there are changes in perception. Findings reveal two chatbots effectively contribute to improvement of speaking competence among EFL learners. Particularly, the voice-based chatbot was as effective as the text-based chatbot. An analysis of survey results indicates perception of chatbot-assisted language learning changed positively over time. In particular, most participants preferred voice-based chatbot over text-based chatbot. This study provides insight on the use of chatbots in EFL learning, suggesting that EFL teachers should integrate chatbot technology in their classrooms.
Abstract
This study explores effects of two types of chatbots – voice-based and text-based – on Korean EFL learners’ speaking competence and learner perception. Participants were 80 freshmen students taking an English-speaking class at a university in Korea. They were divided into two experimental groups at random. During the sixteen-week experimental period, participants engaged in 10 chat sessions with the two different types of chatbots. To take a close examination of effects on the improvement of speaking competence, they took the TOEIC speaking test as pre- and post-tests. Structured questionnaire-based surveys were conducted before and after treatment to determine if there are changes in perception. Findings reveal two chatbots effectively contribute to improvement of speaking competence among EFL learners. Particularly, the voice-based chatbot was as effective as the text-based chatbot. An analysis of survey results indicates perception of chatbot-assisted language learning changed positively over time. In particular, most participants preferred voice-based chatbot over text-based chatbot. This study provides insight on the use of chatbots in EFL learning, suggesting that EFL teachers should integrate chatbot technology in their classrooms.
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