chatbots

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza/aprendizaje de la gramática grandes modelos de lenguaje

Temas IA: IA y enseñanza-aprendizaje de lenguas modelos de lenguaje (LLM) chatbots

Resumen:

This study examines how large language models (LLMs) aid English as a Second Language (ESL) learners in acquiring grammar. Two artificial intelligence (AI) agents were designed: one as a conventional English teacher and another utilizing the 5E framework (engage, explore, explain, elaborate, evaluate) for inquiry-based learning (IBL). Thirty-seven ESL students were randomly divided into two groups: 17 in the AI-facilitated conventional English teacher group and 20 in the AI-facilitated 5E English teacher group. Pre- and post-tests, along with interviews, were used to investigate students’ intrinsic motivation, cognitive changes, and performance transformation with the designed AI agents....

Exploring English language learning via Chabot: A case study from a self determination theory perspective

Nagaletchimee Annamalai, Mohd Elmagzoub Eltahir, Samer H. Zyoud (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment...

Do AI chatbot-integrated writing tasks influence writing self-efficacy and critical thinking ability? An exploratory study

Jie Gao, Jing Zhang, Yalin Li (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots expresión escrita

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

Emerging discussions have boomed in relation to recent trends and applications of generative artificial intelligence in education, but few attention were paid to AI chatbots in terms of critical thinking ability and second language (L2) writing self-efficacy. To address such research gap, this study aims to delve into effectiveness of AI chatbot-integrated writing tasks on critical thinking ability and writing self-efficacy among vocational college students. Followed the quasi-experiment design, this study recruited 80 first-year vocational college students from two intact class. Throughout seven-week's instruction, quantitative data were collected with pre- and post-questionnaires of...

A systematic review of conversational AI tools in ELT: Publication trends, tools, research methods, learning outcomes, and antecedents

Wan Yee Winsy Lai, Ju Seong Lee (2024)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial chatbots enseñanza/aprendizaje de lenguas

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots revisión de bibliografía

Resumen:

This review analyzed the trends in conversational AI tools in ELT from January 2013 to November 2023. The study examined 32 papers, focusing on publication trends, tool types, research methods, learning outcomes, and factors influencing their use. Findings revealed a gradual increase in publications, with 4 (12%) from 2013 to 2021, 13 (41%) in 2022, and 15 (47%) in 2023. All studies (100%) were conducted in Asian EFL contexts. Among the AI chatbots, Google Assistant (25%) was the most widely used. Quasi-experimental (45%) and cross-section (41%) research designs were commonly employed. Mixed-method (50%) approaches were prevalent for data collection and analysis. Conversational AI yielded...

A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning

Sarah A. Chauncey, H. Patricia McKenna (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: inteligencia artificial chatbots ética

Temas IA: chatbots ética de la IA

Resumen:

The aim of this paper is to investigate the ethical and responsible use of AI chatbots in education in support of critical thinking, cognitive flexibility and self-regulation in terms of their potential to enhance and motivate teaching and learning in contemporary education environments. AI chatbots such as ChatGPT by OpenAI appear to be improving in conversational and other capabilities and this paper explores such advances using version 4. Based on a review of the research literature, a conceptual framework is formulated for responsible use of AI chatbots in education supporting cognitive flexibility in AI-rich learning environments. The framework is then operationalized for use in this...

Pre-service teachers' perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis

Tzu-Chi Yang, Jian-Hua Chen (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots formación de profesores

Temas IA: chatbots IA y educación estudio empírico

Resumen:

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Chatbots provide unique interactions with compatible learning system features, improving the limitations of current learning systems. Educational chatbots are seen as the future of technology integration in the field of education. The success and usefulness of chatbots in the educational setting are highly dependent on teachers' beliefs regarding their efficacy, yet most research focuses on the effects on students' learning. Only a few studies have investigated teachers’ beliefs regarding the use of chatbots, which is considered an important issue. Owning to teachers' beliefs having been transformed from their pre-service teacher training, this study used quantitative (i.e.,...

Conversational AI in children's home literacy learning: effectiveness, advantages, challenges, and family perception

Shuang Quan, Xintian Tu-Shea, Yi Ding (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots grandes modelos de lenguaje

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots modelos de lenguaje (LLM)

Resumen:

This study investigates the effectiveness, affordances, limitations, and family perceptions of conversational AI for home literacy learning vs. human. We developed a large language model (LLM)-powered conversational AI system, named Vovo, to teach children vocabulary and co-construct stories using structured literacy pedagogy. The system was tested in home environments over six weeks with 10 families and their children aged 3–7 (M = 5.4). Across 150 learning sessions, Vovo delivered structured literacy instruction as effectively as parents, though children achieved higher learning outcomes when learning with parents. Video analysis revealed Vovo's advantages in pedagogical consistency,...

Attitudes, perceptions and AI self-efficacy in K-12 education

Nina Bergdahl, Jeanette Sjöberg (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: chatbots IA y educación estudio empírico

Resumen:

Access to AI-driven chatbots is triggering schools to transform. Easy access and questions of cheating are balanced against potential upsides of individual support, time savings, and the risk of falling behind. Therefore, insights into teachers’ AI self-efficacy and attitudes towards the integration of AI-driven chatbots in education necessitate research. This study approaches teachers' readiness to use AI-driven chatbots. A survey and poll questions were administered, yielding 312 and 406 responses respectively, focusing on AI self-efficacy, attitudes, and perceived usefulness in education. Preliminary findings show that while teachers are generally positive about the potential of AI in...

Evaluating the AI dialogue System's intercultural, humorous, and empathetic dimensions in English language learning: A case study

Chunpeng Zhai, Santoso Wibowo, Lily D. Li (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial chatbots competencia intercultural

Temas IA: IA y enseñanza-aprendizaje de lenguas chatbots estudio empírico

Resumen:

The rise of artificial intelligence (AI) technologies has been notable in supporting English as an Additional Language (EAL) learners, particularly in offering interactive assessments. AI-driven dialogue systems that produce culturally relevant humor and empathy, bridging the native language (L1) and the target language (L2), have been employed to engage EAL learners more effectively and boost their learning results. However, there's a noticeable gap in research concerning the fusion of humor, empathy, and intercultural dimensions in language learning. Intercultural dimensions encompass acquiring crucial knowledge, communication skills, and the values essential for meaningful interactions...

New systems of learning for distance learning institutions? A six-study review of implementing AIDA

Bart Rienties, Tim Coughlan, John Domingue (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial enseñanza en línea e híbrida educación superior

Temas IA: chatbots IA y educación estudio empírico

Resumen:

This study examines how a large-scale distance learning institution in the UK designed, implemented, and evaluated an artificial intelligence digital assistant (AIDA) using Sharples' (2025) embedded systems approach. Through six iterative Design-Based Research studies over 18 months, involving 498 students and 20 staff, we explored three questions: (1) how perceptions of AIDA change with experience; (2) its impact on engagement and learning; and (3) how GenAI can be responsibly deployed at a system level. Early Studies 1–3 gathered student preferences for AIDA's design and identified benefits of 24/7, context-specific support alongside concerns over ethics, academic integrity, and data...