Artificial intelligence (AI) has been recognized as a potentially game-changing technology, and it is already penetrating a variety of fields in education, including EFL instruction. Prior studies suggest that AI language education has received considerable critical attention, most studies in the field of AI chatbot-enhanced language education have only focused on higher education, and the impact of a chatbot on children receiving primary language education who are in the critical period of language learning should also be addressed.
To address this, Yuan (2024) examines the efficacy of AI chatbots in teaching English as a Foreign Language (EFL) in primary education, focusing on oral English proficiency and willingness to communicate (WTC). Conducted in a Chinese elementary school, the research compares traditional teaching methods with AI chatbot-assisted learning. The study involved 74 fifth-grade students from a primary school in China, split into two groups: an experimental group using the Mondly chatbot and a control group following traditional methods. Over three months, the experimental group practiced conversational English with the chatbot for 15 minutes, three times a week, in addition to regular classes.
The results revealed students in the chatbot-assisted group significantly outperformed the control group in oral English proficiency and WTC. Chatbots helped reduce language anxiety, improve fluency and pronunciation, and enrich vocabulary. Teachers observed improved classroom dynamics, with more active participation and confidence among students. Students appreciated the chatbot’s interactive and supportive environment, which encouraged them to apply learned vocabulary in real-life contexts, demonstrating practical utility beyond academic improvement.
The author suggested that improving AI chatbots by incorporating adaptive learning systems, personalized error correction, and engaging features like celebrity voices or topic-specific knowledge to maintain interest. Teachers should receive training to integrate chatbots effectively into classrooms. However, long-term effects, larger sample sizes, and parental perspectives should be explored to enhance the applicability of findings.
Source: Yuan, Y. (2024). An empirical study of the efficacy of AI chatbots for English as a foreign language learning in primary education. Interactive Learning Environments, 32(10), 6774-6789.