Chatbots are reminiscent of a gossipy co-worker—full of chatter, not all of it credible, yet nonetheless useful now and then. In a meta-analysis of 28 studies comparing Chatbot users to non-users, Wang, Cheung, Neitzel, & Chai recently examined the effects of chatbots on users’ language learning, and the moderators that affected this interaction in terms of 18 characteristics of the humans and chatbots.
Results showed that chatbot users demonstrated greater gains in language learning than comparable non-users (ES=+0.48). Other findings included that language gains were greatest for secondary school students and adult learners; second language learners at the intermediate level (versus beginning or advanced), particularly those learning English; and for those who used a mobile-based program instead of a laptop or PC. Chatbot-driven interaction showed greater gains than user-driven interactions, and were most effective when used 1:1 in-class instead of out-of-class. Voice-based and voice-plus-text-based interactions both demonstrated positive effects on language learning. Implications for the classroom are that chatbots are a valid in-class language learning tool for older students, especially those learning English as a second language.
Source: Wang, F., Cheung, A. C. K., Neitzel, A. J., & Chai, C. S. (2024). Does chatting with chatbots improve language learning performance? A meta-analysis of chatbot-assisted language learning. Review of Educational Research, 00346543241255621. https://doi.org/10.3102/00346543241255621