Volume 12, Issue 46 (9-2023)                   2023, __(46): 0-0 | Back to browse issues page

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Integration of artificial intelligence chatbots in English language teaching and their impact on students' speaking skills and achievement motivation
Yahya Gordani , Asma Ejdehakosh , Samira Sedighi
Salman Farsi Univesity of Kazerun
Abstract:   (781 Views)
The purpose of this research was to investigate the effect of applying a teaching methodology which integrated artificial intelligence Chabots on second language learners’ speaking skills, achievement motivation, and their attitude towards learning it as a second language. The statistical population of the study included 60 English language learners who studied at Salman Farsi University in Kazerun during the academic years of 2021-2023. The selected sample was randomly assigned into two experimental and control groups. The research method was an experimental method with a pre-test-post-test design with a control group. At first, the pre-test of the English language proficiency was administered to both groups, and then, for 15 weeks, the experimental group was taught with the integration method of the Alexa Chabot, which is an English conversational Chabot, and the control group was taught via the traditional teacher-textbook method during the same period. At the end of the training course, the post-test of speaking skills and the motivation questionnaire was administered to both groups. T-test and multiple variance analysis were used to analyze the data. The results of the data analysis showed that the teaching method with the integration of Chabot is effective in significantly improving learners’ speaking skills, achievement motivation, as well as the learners' attitude towards learning English. The results are discussed and suggestions for further research are made.
 
Keywords: artificial intelligence Chabot, achievement motivation, attitude towards language learning, speaking skill.
     
Type of Study: Research Paper | Subject: Educational technology
Received: 2023/12/18 | Accepted: 2024/03/2 | Published: 2024/03/2
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