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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F25%3A50022252" target="_blank" >RIV/62690094:18450/25:50022252 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.70001?getft_integrator=scopus&utm_source=scopus" target="_blank" >https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.70001?getft_integrator=scopus&utm_source=scopus</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/jcal.70001" target="_blank" >10.1111/jcal.70001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

Background: The 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. Objectives: This 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. Methods: Following 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. Results: The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students&apos; 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. Conclusions: This 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&apos;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. © 2025 John Wiley &amp; Sons Ltd.

Název v anglickém jazyce

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

Popis výsledku anglicky

Background: The 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. Objectives: This 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. Methods: Following 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. Results: The findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students&apos; 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. Conclusions: This 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&apos;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. © 2025 John Wiley &amp; Sons Ltd.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Computer Assisted Learning

ISSN

0266-4909

e-ISSN

1365-2729

Svazek periodika

41

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

18

Strana od-do

"Article number: e70001"

Kód UT WoS článku

001413068100001

EID výsledku v databázi Scopus

2-s2.0-85216981018