Understanding How AI Chatbots Influence EFL Learners’ Oral English Learning Motivation and Outcomes: Evidence From Chinese Learners
Wenbo Wei, An Zhao, Hongning Ma
Abstract
Artificial intelligence is undergoing rapid transformations, and its application in education has gradually expanded. In particular, the educational effect of artificial intelligence chatbots in English learning has steadily become prominent. This study explores the application status of using artificial intelligence chatbots for spoken language learning in China. It also discusses the impact of human likeness and self-efficacy, social presence concerning EFL learners’ motivation, and the distribution of learning effects. Moreover, whether artificial intelligence technical proficiency impacts learning motivation. 351 EFL students who had experience acquiring spoken English using an AI chatbot participated in the questionnaire survey of this study. After collecting the survey data, the data analysis was conducted using a structural equation model (SEM). The study found that human likeness, self-efficacy, and social presence strongly predict learning motivation. The human likeness of AI chatbots and their social presence can significantly affect learners’ self-efficacy. In AI technology education, learning motivation can still significantly predict learning outcomes. Through the analysis of the moderating effect of PROCESS, this study concluded that when learners have high technical proficiency, the moderating effect of technical proficiency on learning motivation is more significant. Through the actual survey data output and theory construction, this study deeply discusses the factors that influence the interaction process of AI chatbots for language learning and provides both data and theoretical support. Designers can use them to optimize language learning programs for AI chatbots.