{"title":"Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis","authors":"Xueqing Wu, Rui Li","doi":"10.1007/s40299-024-00853-2","DOIUrl":null,"url":null,"abstract":"<p>While empirical investigations of artificial intelligence (AI) chatbots for English-as-a-foreign-language (EFL) learners’ language skill development have been receiving considerable attention, a quantitative analysis of its effectiveness and how the pedagogical effects differ under different conditions is still lacking. To bridge the gaps, drawing on the usefulness theoretical framework and the proposed criteria, this study meta-analyzed 21 eligible studies published during 2008–2023 to gain a comprehensive understanding of the overall effect and moderator analyses of AI chatbots for EFL learning. Results indicated that the overall effect was <i>g</i> = 0.648, 95% CI [0.406, 0.891], suggesting that AI chatbots could be effective to facilitate EFL learners’ language skill development. Furthermore, intervention durations and interface designs were found to be significant moderators. Informed by the results obtained, implications for practice were also discussed.</p>","PeriodicalId":501239,"journal":{"name":"The Asia-Pacific Education Researcher","volume":"53 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Asia-Pacific Education Researcher","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40299-024-00853-2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
While empirical investigations of artificial intelligence (AI) chatbots for English-as-a-foreign-language (EFL) learners’ language skill development have been receiving considerable attention, a quantitative analysis of its effectiveness and how the pedagogical effects differ under different conditions is still lacking. To bridge the gaps, drawing on the usefulness theoretical framework and the proposed criteria, this study meta-analyzed 21 eligible studies published during 2008–2023 to gain a comprehensive understanding of the overall effect and moderator analyses of AI chatbots for EFL learning. Results indicated that the overall effect was g = 0.648, 95% CI [0.406, 0.891], suggesting that AI chatbots could be effective to facilitate EFL learners’ language skill development. Furthermore, intervention durations and interface designs were found to be significant moderators. Informed by the results obtained, implications for practice were also discussed.
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