Exploring English language learning via Chabot: A case study from a self determination theory perspective

Abstract

This study applied Self Determination Study to understand 25 undergraduate students' motivation to learn the English language via chatbot. The data collected from interviews were categorized based on three psychological needs of learners: autonomy, competence and relatedness. The interview data were categorized based on the thematic analysis suggested by Braun and Clarke. The findings revealed that chatbots support competence, autonomy, and relatedness. However, the findings also revealed that chatbots lack an emotional environment and give inaccurate English language learning information. To address these problems, students suggested that chatbots should be used solely for assessment during teaching. They also recommended a blended learning approach or a traditional classroom teaching that will clear their doubts after the use of chatbots. Overall, this study adds to the body of knowledge on chatbots and English language learning by highlighting their potential as useful teaching aids and providing guidance for researchers, educators, and developers on how to further improve chatbot-based language learning.