Department of Language Teaching, Farhangian University, Tehran, Iran
Abstract: (20 Views)
Objective: Technology-based instruction is gaining momentum in the field of language learning. The purpose of this study was to investigate the effect of Chatbot-Based Dialogue on learners’ pragmatic competence development in an EFL context which is frequently overlooked in conventional classrooms.
Methods: To this end, sixty female Azerbaijani students were chosen randomly from two public high schools in Ardabil, Iran. The participants were selected based on their scores on a pre-test designed to determine the homogeneity of their performance levels. They were assigned randomly to a control group (who practiced speech acts including making requests, making refusals, making apologies and making compliments through textbook based role playing) and an experimental group (who practiced similar speech acts with an AI chatbot for a total of ten weeks; 2 sessions per week). Pre and post-test data were collected for each individual to assess their ability to produce and recognize correct forms of language used in the context of the test.
Results: The statistical analysis of the data indicated that the experimental group experienced statistically more significant increases in their pragmatic competence than did the control group. Participants also offered positive feedback in brief individual interviews regarding their level of interest and their perceived ability to communicate.
Conclusion: The results of this study boosted the use of AI chatbots as an effective tool to supplement EFL instruction by providing learners with an interactive and low pressure environment to practice linguistic accuracy and awareness of how to use appropriate forms of speech pragmatically.
Methods: To this end, sixty female Azerbaijani students were chosen randomly from two public high schools in Ardabil, Iran. The participants were selected based on their scores on a pre-test designed to determine the homogeneity of their performance levels. They were assigned randomly to a control group (who practiced speech acts including making requests, making refusals, making apologies and making compliments through textbook based role playing) and an experimental group (who practiced similar speech acts with an AI chatbot for a total of ten weeks; 2 sessions per week). Pre and post-test data were collected for each individual to assess their ability to produce and recognize correct forms of language used in the context of the test.
Results: The statistical analysis of the data indicated that the experimental group experienced statistically more significant increases in their pragmatic competence than did the control group. Participants also offered positive feedback in brief individual interviews regarding their level of interest and their perceived ability to communicate.
Conclusion: The results of this study boosted the use of AI chatbots as an effective tool to supplement EFL instruction by providing learners with an interactive and low pressure environment to practice linguistic accuracy and awareness of how to use appropriate forms of speech pragmatically.
Keywords: AI learning, Chatbot-based Language learning, English as a foreign language, Pragmatic competence, Technology-enhanced instruction
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