Abstract
This research aimed to comprehensively analyze the use of chatbots in language education and its potential for advancing educational development. Through a bibliometric and systematic approach, the study identified influential authors, references, organizations, and countries in the field of chatbot application in language education using VOSviewer. A total of 26 peer-reviewed publications were selected for a systematic review. The findings of the study indicated that chatbots have a positive impact on language learning, although they are limited in terms of facilitating listening and writing practice. The study extended the Human-Organization-Technology (HOT) fit framework for chatbots’ use for language education and discussed the factors that frustrate learners' use of chatbots for language education from human, organization, and technology dimensions. Furthermore, the author further discussed the suggestions for chatbots’ better application for language education based on the three dimensions.
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