Earticle

초록

영어

This study investigates the impact of AI chatbot interactions on elementary English learners’ willingness to communicate (WTC), confidence, and anxiety. Conducted with 23 fifth-grade EFL students in South Korea, the research utilized Replika, a text-based chatbot, over a 14-week intervention. Results showed significant improvements in learners' confidence and reductions in anxiety, highlighting the chatbot's potential to create an affectively supportive and engaging environment. However, there was no statistical significance in WTC. Qualitative data indicated that the gamified features motivated learners, while challenges included difficulties in understanding complex chatbot responses. Pedagogical implications emphasize the importance of providing modified and comprehensible input, teacher scaffolding, and multimodal interaction formats to enhance learning outcomes. The findings suggest that while AI chatbots can positively influence affective factors, further research is needed to explore their impact on oral communication and linguistic proficiency.

목차

Abstract
1. Introduction
2. Literature review
2.1 AI chatbots in language learning
2.2 WTC and affective domains
3. Methodology
3.1 Participants
3.2 Procedure & Instruments
3.3 Data analysis
4. Findings
5. Conclusion and Implications
6. Acknowledgement
References

키워드

저자

• Jaeseok Yang [ Professor, Department of English Education, Daegu National University of Education, Korea ] Corresponding Author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Internet, Broadcasting and Communication

• 간기

  계간

• pISSN

  2288-4920

• eISSN

  2288-4939

• 수록기간

  2009~2025

• 십진분류

  KDC 326 DDC 380