Abstract
Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students.
Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups.
Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted.
Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education.
Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking.
Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning.
Paper type Research paper
Keywords
References
Aysu, S. (2020). The use of technology and its effects on language learning motivation. J. Lang. Res., 4, 86–100.
Azari, M. H. (2017). Effect of weblog-based process approach on EFL learners’ writing performance and autonomy. Computer Assisted Language Learning, 30, 529–551.
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78–90. https://doi.org/10.1016/j.compedu.2019.03.008
Cai, W. L., Grossman, J., Lin, Z. J., Sheng, H., Wei, J. T. Z., Williams, J. J., & Goel, S. (2021). Bandit algorithms to personalize educational ChatBots. Mach. Learn., 110, 2389–2418.
Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty years of personalized language learning: Topic modeling and knowledge mapping. Educational Technology & Society, 24, 205–222.
Clark, D. (2018). The Fallacy of “Robot” Teachers. Donald Clark Plan B. https://donaldclarkplanb.blogspot.com/search?q=10+uses+for+ChatBots+in+learning+(with+examples)
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed., Ed.). Sage.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Sage Publications.
Dai, J., Wang, L., & He, Y. (2023). Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.1069832
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using ChatBots to scafold EFL students’ argumentative writing. Assessing Writing, 54. https://doi.org/10.1016/j.asw.2022.100666
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. J. Second. Lang. Writ., 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001
Hung, P. D., Hung, N. D., & Diep, V. T. (2022). URL Classification Using Convolutional Neural Network for a New Large Dataset. In Y. Luo (Ed.), Cooperative Design, Visualization, and Engineering (pp. 103–114). Springer International Publishing. https://doi.org/10.1007/978-3-031-16538-2_11
Huong, L. P. H., & Hung, B. P. (2021). Mediation of digital tools in English learning. LEARN J., 14, 512–528.
Karaoglan Yilmaz, F. G., & Yilmaz, R. (2022). Examining student satisfaction with the use of smart mooc. International İstanbul Scientific Research Congress, Istanbul, Turkey.
Kazazoglu, S., & Bilir, S. (2021). Digital Storytelling in L2 Writing: The Effectiveness of “Storybird Web 2.0 Tool.” Turkish Online Journal of Educational Technology - TOJET, 20(2), 44–50.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal. https://doi.org/10.1177/00336882231162868
Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology, 21, 96–120.
Lin, H. (2015). A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA. Language Learning & Technology, 19, 85–117.
Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 1–19. https://doi.org/10.1080/10494820.2021.2012812
Liu, G. Z., Rahimi, M., & Fathi, J. (2022). Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: A mixed-methods study. Journal of Computer Assisted Learning, 38, 1730–1751. https://doi.org/10.1111/jcal.12707
Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33, 197–216. https://doi.org/10.1080/09588221.2018.1556703
Molenaar, I. (2022). The concept of hybrid human‑AI regulation: Exemplifying how to support young learners’ self‑regulated learning. Computers and Education: Artificial Intelligence, 3, 100070.
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning, 13(9), 64–86. https://doi.org/10.3991/ijet.v13i09.8351
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33–35.
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303.
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34, 1–22. https://doi.org/10.14742/ajet.3548
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
Xiao, Y., & Zhi, Y. (2023). An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions. 1–12.
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis. Computer Assisted Language Learning, 32(1–2), 132–162. https://doi.org/10.1080/09588221.2018.1501069
Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001–1018.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and
reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper
attribution is given
to the original work.
Keywords
References
Aysu, S. (2020). The use of technology and its effects on language learning motivation. J. Lang. Res., 4, 86–100.
Azari, M. H. (2017). Effect of weblog-based process approach on EFL learners’ writing performance and autonomy. Computer Assisted Language Learning, 30, 529–551.
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78–90. https://doi.org/10.1016/j.compedu.2019.03.008
Cai, W. L., Grossman, J., Lin, Z. J., Sheng, H., Wei, J. T. Z., Williams, J. J., & Goel, S. (2021). Bandit algorithms to personalize educational ChatBots. Mach. Learn., 110, 2389–2418.
Chen, X., Zou, D., Xie, H., & Cheng, G. (2021). Twenty years of personalized language learning: Topic modeling and knowledge mapping. Educational Technology & Society, 24, 205–222.
Clark, D. (2018). The Fallacy of “Robot” Teachers. Donald Clark Plan B. https://donaldclarkplanb.blogspot.com/search?q=10+uses+for+ChatBots+in+learning+(with+examples)
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed., Ed.). Sage.
Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook on mixed methods in the behavioral and social sciences (pp. 209–240). Sage Publications.
Dai, J., Wang, L., & He, Y. (2023). Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.1069832
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using ChatBots to scafold EFL students’ argumentative writing. Assessing Writing, 54. https://doi.org/10.1016/j.asw.2022.100666
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. J. Second. Lang. Writ., 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001
Hung, P. D., Hung, N. D., & Diep, V. T. (2022). URL Classification Using Convolutional Neural Network for a New Large Dataset. In Y. Luo (Ed.), Cooperative Design, Visualization, and Engineering (pp. 103–114). Springer International Publishing. https://doi.org/10.1007/978-3-031-16538-2_11
Huong, L. P. H., & Hung, B. P. (2021). Mediation of digital tools in English learning. LEARN J., 14, 512–528.
Karaoglan Yilmaz, F. G., & Yilmaz, R. (2022). Examining student satisfaction with the use of smart mooc. International İstanbul Scientific Research Congress, Istanbul, Turkey.
Kazazoglu, S., & Bilir, S. (2021). Digital Storytelling in L2 Writing: The Effectiveness of “Storybird Web 2.0 Tool.” Turkish Online Journal of Educational Technology - TOJET, 20(2), 44–50.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal. https://doi.org/10.1177/00336882231162868
Li, M., & Zhu, W. (2017). Explaining dynamic interactions in wiki-based collaborative writing. Language Learning & Technology, 21, 96–120.
Lin, H. (2015). A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA. Language Learning & Technology, 19, 85–117.
Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 1–19. https://doi.org/10.1080/10494820.2021.2012812
Liu, G. Z., Rahimi, M., & Fathi, J. (2022). Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: A mixed-methods study. Journal of Computer Assisted Learning, 38, 1730–1751. https://doi.org/10.1111/jcal.12707
Ma, Q. (2020). Examining the role of inter-group peer online feedback on wiki writing in an EAP context. Computer Assisted Language Learning, 33, 197–216. https://doi.org/10.1080/09588221.2018.1556703
Molenaar, I. (2022). The concept of hybrid human‑AI regulation: Exemplifying how to support young learners’ self‑regulated learning. Computers and Education: Artificial Intelligence, 3, 100070.
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27(6), 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Pallant, J. (2020). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS (7th ed.). Routledge. https://doi.org/10.4324/9781003117452
Peechapol, C., Na-Songkhla, J., Sujiva, S., & Luangsodsai, A. (2018). An exploration of factors influencing self-efficacy in online learning: A systematic review. International Journal of Emerging Technologies in Learning, 13(9), 64–86. https://doi.org/10.3991/ijet.v13i09.8351
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33–35.
Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3–4), 284–303.
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English language learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34, 1–22. https://doi.org/10.14742/ajet.3548
Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 27(1), 78–102. https://doi.org/10.1093/applin/ami046
Xiao, Y., & Zhi, Y. (2023). An Exploratory Study of EFL Learners’ Use of ChatGPT for Language Learning Tasks: Experience and Perceptions. 1–12.
Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar, K. (2019). The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis. Computer Assisted Language Learning, 32(1–2), 132–162. https://doi.org/10.1080/09588221.2018.1501069
Zou, B., Wang, D., & Xing, M. (2016). Collaborative tasks in Wiki-based environment in EFL learning. Computer Assisted Language Learning, 29(5), 1001–1018.
Licensing
©️ 2024 The Author(s). Published by Global Educational Research Review.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The terms of this license allow the posting of the Accepted Manuscript or Published Version in institutional or subject repositories by the author(s).
Reprints and Permissions
This is an open access article distributed under the terms of the Creative Commons Attribution 4.0
International License (CC BY 4.0), which permits unrestricted use, distribution, and
reproduction in any
medium, provided the original work is properly cited.
Permission is not required to reuse this article, in part or whole, as long as proper attribution is
given
to the original work.