Integration of Chatbots in Additional Language Education: A Systematic Review
This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is t.
- Pub. date: October 15, 2024
- Online Pub. date: June 03, 2024
- Pages: 1607-1625
- 319 Downloads
- 1274 Views
- 2 Citations
This comprehensive systematic review delves into the increasing prevalence of integrating chatbots into language education. The general objective is to assess the current landscape of knowledge regarding chatbot utilisation and its influence on three crucial elements: students' skills, attitudes, and emotions. Additionally, the review seeks to scrutinise the advantages linked to incorporating chatbots in foreign language teaching, exploring their potential benefits while considering limitations and potential negative impacts on specific skills or user experiences. Consequently, this research offers valuable insights into the application of chatbots in foreign language education, shedding light on their potential advantages and areas that warrant further exploration and enhancement. The integration of chatbots in language learning, despite certain limitations, generally yields positive outcomes and enhances educational results in students' skills. Its characteristics can also influence a language learner's attitude, impacting factors such as motivation, interest, autonomy in learning, and engagement or even their sense of fun. Additionally, chatbots prove to be helpful in creating emotionally positive learning environments and can contribute to boosting students' self-esteem and self-confidence.
artificial intelligence chatbot computer assisted learning language foreign language learning
Keywords: Artificial intelligence, chatbot, computer-assisted learning language, foreign language learning.
References
Abu Shawar, B. (2017). Integrating CALL systems with chatbots as conversational partners. Computación y Sistemas, 21(4), 615-626. https://doi.org/10.13053/cys-21-4-2868
Abu Shawar, B., & Atwell, E. (2007). Fostering language learner autonomy through adaptive conversation tutors. In Proceedings of The Fourth Corpus Linguistics Conference (pp. 1-8). Symplectic Publications.
Adamopoulou, E., & Moussiades, L. (2020). Chatbots: History, technology, and applications. Machine Learning with Applications, 2, Article 100006. https://doi.org/10.1016/j.mlwa.2020.100006
Agarwal, R., & Wadhwa, M. (2020). Review of state-of-the-art design techniques for chatbots. SN Computer Science, 1, Article 246. https://doi.org/10.1007/s42979-020-00255-3
Al-Abdullatif, A. M., Al-Dokhny, A. A., & Drwish, A. M. (2023). Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies. Frontiers in Psychology, 14, Article 1129070. https://doi.org/10.3389/fpsyg.2023.1129070
Alemi, M., Meghdari, A., & Ghazisaedy, M. (2015). The impact of social robotics on L2 learners’ anxiety and attitude in English vocabulary acquisition. International Journal of Social Robotics, 7, 523-535. https://doi.org/10.1007/s12369-015-0286-y
Bailey, D., Southam, A., & Costley, J. (2021). Digital storytelling with chatbots: Mapping L2 participation and perception patterns. Interactive Technology and Smart Education, 18(1), 85-103. https://doi.org/10.1108/ITSE-08-2020-0170
Bao, M. (2019). Can home use of speech-enabled artificial intelligence mitigate foreign language anxiety–investigation of a concept. Arab World English Journal, (5), 24-40. https://doi.org/10.31235/osf.io/js8qh
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), Article 8427. https://doi.org/10.3390/app12178427
Bibauw, S., François, T., & Desmet, P. (2019). Discussing with a computer to practice a foreign language: Research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning, 32(8), 827-877. https://doi.org/10.1080/09588221.2018.1535508
Chang, C.-Y., Hwang, G.-J., & Gau, M.-L. (2022). Promoting students’ learning achievement and self-efficacy: A mobile chatbot approach for nursing training. British Journal of Educational Technology, 53, 171-188. https://doi.org/10.1111/bjet.13158
Chen, H.-L., Vicki Widarso, G., & Sutrisno, H. (2020). A chatbot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58(6), 1161-1189. https://doi.org/10.1177/0735633120929622
Chen, J. A., Tutwiler, M. S., Metcalf, S. J., Kamarainen, A., Grotzer, T., & Dede, C. (2016). A multi-user virtual environment to support students' self-efficacy and interest in science: A latent growth model analysis. Learning and Instruction, 41, 11-22. https://doi.org/10.1016/j.learninstruc.2015.09.007
Chen, Y., Jensen, S., Albert, L. J., Gupta, S., & Lee, T. (2023). Artificial intelligence (AI) student assistants in the classroom: Designing chatbots to support student success. Information Systems Frontiers, 25, 161-182. https://doi.org/10.1007/s10796-022-10291-4
Chien, Y.-C., Wu, T.-T., Lai, C.-H., & Huang, Y.-M. (2022). Investigation of the influence of artificial intelligence markup language-based LINE ChatBot in contextual English learning. Frontiers in Psychology, 13, Article 785752. https://doi.org/10.3389/fpsyg.2022.785752
Coniam, D. (2008). An evaluation of chatbots as software aids to learning English as a second language. The Eurocall Review, 13, 2-14. https://doi.org/10.4995/eurocall.2008.16353
Coniam, D. (2014). The linguistic accuracy of chatbots: usability from an ESL perspective. Text and Talk, 34(5), 545-567. https://doi.org/10.1515/text-2014-0018
Çakmak, F. (2022). Chatbot-human interaction and its effects on EFL students' L2 speaking performance and anxiety. Novitas-ROYAL (Research on Youth and Language), 16(2), 113-131.
De Gasperis, G., & Florio, N. (2012). Learning to read/type a second language in a chatbot enhanced environment. In an international workshop on evidence-based technology enhanced learning (pp. 47-56). Springer. https://doi.org/10.1007/978-3-642-28801-2_6
Ebadi, S., & Amini, A. (2024). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: A case of CSIEC chatbot. Interactive Learning Environments, 32(2), 655-673. https://doi.org/10.1080/10494820.2022.2096638
Ellis, N. C., & Bogart, P. (2007). Speech and language technology in education: The perspective from SLA research and practice. In Proceedings of Speech and Language Technology in Education Conference, (pp. 1-8). Speech and Language Technology in Education Conference.
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224. https://doi.org/10.1016/j.system.2004.12.006
El Shazly, R. (2021). Effects of artificial intelligence on English speaking anxiety and speaking performance: A case study. Expert Systems, 38(3), Article e12667. https://doi.org/10.1111/exsy.12667
Epstein, M. L., Lazarus, A. D., Calvano, T. B., Matthews, K. A., Hendel, R. A., Epstein, B. B., & Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52, 187-201. https://doi.org/10.1007/BF03395423
Fryer, L., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10(3), 8-14. https://www.lltjournal.org/item/409/
Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. https://doi.org/10.1016/j.chb.2017.05.045
Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning and Technology, 24(2), 8-22. http://hdl.handle.net/10125/44719
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289. https://doi.org/10.1016/j.chb.2018.12.023
Gams, M., & Kramar, S. (2024). Evaluating ChatGPT’s consciousness and its capability to pass the Turing test: A comprehensive analysis. Journal of Computer and Communications, 12(3), 219-237. https://doi.org/10.4236/jcc.2024.123014
Gisonna, N. (2024, March 13). Chatbot. Encyclopedia Britannica. https://www.britannica.com/topic/chatbot
Goda, Y., Yamada, M., Matsukawa, H., Hata, K., & Yasunami, S. (2014). Conversation with a chatbot before an online EFL group discussion and the effects on critical thinking. The Journal of Information and Systems in Education, 13(1), 1-7. https://doi.org/10.12937/ejsise.13.1
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, Article 100666. https://doi.org/10.1016/j.asw.2022.100666
Haristiani, N., Dewanty, V. L., & Rifai, M. M. (2022). Autonomous learning through chatbot-based application utilization to enhance basic Japanese competence of vocational high school students. Journal of Technical Education and Training, 14(2), 143-155. https://doi.org/10.30880/jtet.2022.14.02.013
Heller, B., Proctor, M., Mah, D., Jewell, L., & Cheung, B. (2005). Freudbot: An investigation of chatbot technology in distance education. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3913-3918). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/20691/
Hsu, L. (2022). To CALL or not to CALL: Empirical evidence from neuroscience. Computer Assisted Language Learning, 35(4), 792-815. https://doi.org/10.1080/09588221.2020.1750429
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38, 237-257. https://doi.org/10.1111/jcal.12610
Hwang, G.-J., & Chang, C.-Y. (2023). A review of opportunities and challenges of chatbots in education. Interactive Learning Environments, 31(7), 1099-4112. https://doi.org/10.1080/10494820.2021.1952615
Jhangiani, R., & Tarry, H. (2022). The Feeling Self: Self-Esteem. In R. Jhangiani & H. Tarry (Eds.), Principles of Social Psychology. Pressbooks. https://bit.ly/3X9u0Ol
Jia, J. (2009). CSIEC: A computer assisted English learning chatbot based on textual knowledge and reasoning. Knowledge-Based Systems, 22(4), 249-255. https://doi.org/10.1016/j.knosys.2008.09.001
Kerly, A., Hall, P., & Bull, S. (2006). Bringing chatbots into education: towards natural language negotiation of open learner models. In R. Ellis, T. Allen & A. Tuson (Eds.), Applications and innovations in intelligent systems XIV: Proceedings of AI-2006, 26th SGAI International Conference on Innovative Techniques and Applications of Artificial Intelligence (pp.179-192). Springer. https://doi.org/10.1007/978-1-84628-666-7_14
Kim, N.-Y. (2016). Effects of voice chat on EFL learners’ speaking ability according to proficiency levels. Multimedia-Assisted Language Learning, 19(4), 63-88. https://kiss.kstudy.com/Detail/Ar?key=3490094
Kim, N.-Y. (2018a). Chatbots and Korean EFL students’ English vocabulary learning. Journal of Digital Convergence, 16(2), 1-7. http://doi.org/10.14400/JDC.2018.16.2.001
Kim, N.-Y. (2018b). A study on chatbots for developing Korean college students’ English listening and reading skills. Journal of Digital Convergence, 16(8), 19-26. https://doi.org/10.14400/JDC.2018.16.8.019
Kim, N.-Y., Cha, Y., & Kim, H.-S. (2019). Future English learning: Chatbots and artificial intelligence. Multimedia Assisted Language Learning, 22(3), 32-53. https://doi.org/10.15702/mall.2019.22.3.32
Klímová, B., & Ibna Seraj, P. M. (2023). The use of chatbots in university EFL settings: Research trends and pedagogical implications. Frontiers in Psychology, 14, Article 1131506. https://doi.org/10.3389/fpsyg.2023.1131506
Kohnke, L. (2023). A pedagogical chatbot: A supplemental language learning tool. RELC Journal, 54(3) 828-838. https://doi.org/10.1177/00336882211067054
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Kuhail, M.A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28, 973–1018. https://doi.org/10.1007/s10639-022-11177-3
Kumar, B., & Khurana, P. (2012). Gamification in education-learn computer programming with fun. International Journal of Computers and Distributed Systems, 2(1), 46-53.
Lee, H., & Lee, J. H. (2022). The effects of robot-assisted language learning: A meta-analysis. Educational Research Review, 35, Article 100425. https://doi.org/10.1016/j.edurev.2021.100425
Lee, K.-A., & Lim, S.-B. (2023). Designing a leveled conversational teachable agent for English language learners. Applied Sciences, 13(11), Article 6541. https://doi.org/10.3390/app13116541
Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y. (2022). Impacts of an AI-based chatbot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational Technology Research and Development, 70, 1843-1865. https://doi.org/10.1007/s11423-022-10142-8
Leonardi, V. (2010). The role of pedagogical translation in second language acquisition. Peter Lang.
Li, K.-C., Chang, M., & Wu, K.-H. (2020). Developing a task-based dialogue system for English language learning. Education Sciences, 10(11), Article 306. https://doi.org/10.3390/educsci10110306
Lin, C.-J., & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Educational Technology and Society, 24(4), 16-35. https://www.jstor.org/stable/48629242
Lin, M. P.-C., & Chang, D. (2020). Enhancing post-secondary writers’ writing skills with a chatbot: A Mixed-method classroom study. Journal of Educational Technology and Society, 23(1), 78-92. https://www.j-ets.net/collection/published-issues/23_1
Lo, C. K., & Hew, K. F. (2023). A review of integrating AI-based chatbots into flipped learning: new possibilities and challenges. Frontiers in Education, 8, Article 1175715. https://doi.org/10.3389/feduc.2023.1175715
Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1-43. https://doi.org/10.1017/S0261444811000395
Mageira, K., Pittou, D., Papasalouros, A., Kotis, K., Zangogianni, P., & Daradoumis, A. (2022). Educational AI chatbots for content and language integrated learning. Applied Sciences, 12(7), Article 3239. https://doi.org/10.3390/app12073239
Martínez Agudo, J. D. (Ed.). (2018). Emotions in second language teaching: theory, research, and teacher education. Springer.
Martinez-Quezada, M. E., Sánchez-Solís, J. P., Rivera, G., Florencia, R., & López-Orozco, F. (2022). English mispronunciation detection module using a Transformer network integrated into a chatbot. International Journal of Combinatorial Optimization Problems and Informatics, 13(2), 65-75. https://www.ijcopi.org/ojs/article/view/268/186
Mazur, M., Rzepka, R., & Araki, K. (2012). Chatterbots with occupation-Between non task and task oriented conversational agents. In Proceedings of Linguistic and Cognitive Approaches to Dialogue Agents (pp. 61-66). Springer.
Moeller, A. J., & Catalano, T. (2015). Foreign language teaching and learning. In J. D. Wright (Ed.). International encyclopaedia of the social and behavioural sciences (pp. 327-332). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-097086-8.92082-8
Mohamed, A. M. (2023). Exploring the potential of an AI-based chatbot (ChatGPT) in enhancing English as a foreign language (EFL) teaching: Perceptions of EFL faculty members. Education and Information Technologies, 29, 3195-3217. https://doi.org/10.1007/s10639-023-11917-z
Munoz-Luna, R. (2015). Main ingredients for success in L2 academic writing: Outlining, drafting and proofreading. PloS one, 10(6), Article e0128309. https://doi.org/10.1371/journal.pone.0128309
Nee, C. K., Rahman, M. H. A., Yahaya, N., Ibrahim, N. H., Razak, R. A., & Sugino, C. (2023). Exploring the trend and potential distribution of chatbot in Education: a systematic review. International Journal of Information and Education Technology, 13(3), 516-525. https://doi.org/10.18178/ijiet.2023.13.3.1834
Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, Article 100033. https://doi.org/10.1016/j.caeai.2021.100033
Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000. https://doi.org/10.1016/j.sbspro.2011.11.333
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T. Loder, E.W., Mayo-Wilson, E., McDonald, S., .…, Alonso-Fernández, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas, Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
Paschoal, L. N., de Oliveira, M. M., & Chicon, P. M. M. (2018). A chatterbot sensitive to student's context to help on software engineering education. In Proceedings of 2018 XLIV Latin American Computer Conference (CLEI) (pp. 839-848). IEEE. https://doi.org/10.1109/CLEI.2018.00105
Peng, J.-E., & Woodrow, L. (2010). Willingness to communicate in English: a model in the Chinese EFL classroom context. Language Learning, 60(4), 834-876. http://dx.doi.org/10.1111/j.1467-9922.2010.00576.x
Pérez, J. Q., Daradoumis, T., & Puig, J. M. M. (2020). Rediscovering the use of chatbots in education: A systematic literature review. Computer Applications in Engineering Education, 28(6), 1549-1565. https://doi.org/10.1002/cae.22326
Petroni, S. (2012). Developing meta-affective skills via chatbots. Academic Exchange Quarterly, 16, 12-17.
Polyzi, P., & Moussiades, L. (2023). An artificial vocabulary learning assistant. Education and Information Technologies, 28, 16431-16455. https://doi.org/10.1007/s10639-023-11810-9
Regona, M., Yigitcanlar, T., Xia, B., & Li, R. Y. M. (2022). Opportunities and adoption challenges of AI in the construction industry: a PRISMA review. Journal of Open Innovation. Technology, Marketing and Complexity, 8(1), Article 45. https://doi.org/10.3390/joitmc8010045
Ross, A. S. (2015). From motivation to emotion: A new chapter in applied linguistics research. University of Sydney papers in TESOL, 10, 1-27.
Rubio, F. (Ed.). (2007). Self-esteem and foreign language learning. Cambridge Scholars Publishing.
Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, C.-J. (2016). Investigating applications of speech-to-text recognition technology for a face-to-face seminar to assist learning of non-native English-speaking participants. Technology, Pedagogy and Education, 25(1), 119-134. https://doi.org/10.1080/1475939X.2014.988744
Sivabalan, K., & Ali, Z. (2019). Mobile instant messaging as a collaborative tool for language learning. International Journal of Language Education and Applied Linguistics, 9(1), 99-109. https://doi.org/10.15282/ijleal.v9.297
Smith, A. N. (1971). The importance of attitude in foreign language learning. Modern Language Journal, 55(2), 83-88. https://doi.org/10.1111/j.1540-4781.1971.tb00916.x
Stewart, I. A. D., & File, P. (2007). Let's chat: A conversational dialogue system for second language practice. Computer Assisted Language Learning, 20(2), 97-116. https://doi.org/10.1080/09588220701331386
Stowell, J. R., Oldham, T., & Bennett, D. (2010). Using student response systems (“clickers”) to combat conformity and shyness. Teaching of Psychology, 37(2), 135-140. https://doi.org/10.1080/00986281003626631
Tatai, G., Csordás, A., Kiss, Á., Szaló, A., & Laufer, L. (2003). Happy chatbot, happy user. In T. Rist, R. S. Aylett, D. Ballin, & J. Rickel (Eds.), Intelligent virtual agents: 4th International Workshop, IVA 2003, Kloster Irsee, Germany, September 15-17, 2003, Proceedings (pp. 5-12). Springer. https://doi.org/10.1007/978-3-540-39396-2_2
Timpe-Laughlin, V., Sydorenko, T., & Daurio, P. (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning, 35(5-6), 1194-1217. https://doi.org/10.1080/09588221.2020.1774904
Tseng, J.-J. (2018). Exploring TPACK-SLA interface: Insights from the computer-enhanced classroom. Computer Assisted Language Learning, 31(4), 390-412. https://doi.org/10.1080/09588221.2017.1412324
Tunçel, H. (2015). The relationship between self-confidence and learning Turkish as a foreign language. Educational Research and Reviews, 10(18), 2575-2589. https://doi.org/10.5897/ERR2015.2445
Vázquez-Cano, E., Mengual-Andrés, S., & López-Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18, Article 33. https://doi.org/10.1186/s41239-021-00269-8
Wallace, T. M. (2016). English spoken here? To what extent are transnational EFL students motivated to speak English outside the classroom? Journal of Further and Higher Education, 40(2), 227-246. https://doi.org/10.1080/0309877X.2014.938268
Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66(2), 98-112. https://doi.org/10.1016/j.ijhcs.2007.09.003
Wang, Y. F., Petrina, S., & Feng, F. (2017). VILLAGE—Virtual immersive language learning and gaming environment: Immersion and presence. British Journal of Educational Technology, 48(2), 431-450. https://doi.org/10.1111/bjet.12388
Wollny, S., Schneider, J., Di Mitri, D., Weidlich, J., Rittberger, M., & Drachsler, H. (2021). Are we there yet? - A systematic literature review on chatbots in education. Frontiers in Artificial Intelligence, 4, Article 654924. https://doi.org/10.3389/frai.2021.654924
Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies, 28, 13943-13967. https://doi.org/10.1007/s10639-023-11742-4
Yang, H., Kim, H., Lee, J. H., & Shin, D. (2022). Implementation of an AI chatbot as an English conversation partner in EFL speaking classes. ReCALL, 34(3), 327-343. https://doi.org/10.1017/S0958344022000039
Yildiz Durak, H. (2023). Conversational agent-based guidance: examining the effect of chatbot usage frequency and satisfaction on visual design self-efficacy, engagement, satisfaction, and learner autonomy. Education and Information Technologies, 28, 471-488. https://doi.org/10.1007/s10639-022-11149-7
Yin, Q., & Satar, M. (2020). English as a foreign language learner interactions with chatbots: Negotiation for meaning. International Online Journal of Education and Teaching, 7(2), 390-410. https://iojet.org/index.php/IOJET/article/view/707
Zhai, C., & Wibowo, S. (2022). A systematic review on cross-culture, humor and empathy dimensions in conversational chatbots: the case of second language acquisition. Heliyon, 8(12), Article e12056 https://doi.org/10.1016/j.heliyon.2022.e12056
Zhai, C., & Wibowo, S. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university. Computers and Education: Artificial Intelligence, 4, Article 100134. https://doi.org/10.1016/j.caeai.2023.100134
Zhang, S., Shan, C., Lee, J. S. Y., Che, S., & Kim, J. H. (2023). Effect of chatbot-assisted language learning: A meta-analysis. Education and Information Technologies, 28, 15223-15243. https://doi.org/10.1007/s10639-023-11805-6