{"title":"解读人工智能聊天机器人对 EFL 学习者语言技能发展的影响：元分析","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":"{\"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}","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
摘要
尽管人工智能（AI）聊天机器人在促进英语作为外语（EFL）学习者语言技能发展方面的实证研究一直受到广泛关注，但对其有效性以及在不同条件下教学效果有何不同的定量分析仍然缺乏。为了弥补这一空白，本研究借鉴有用性理论框架和建议标准，对 2008-2023 年间发表的 21 项符合条件的研究进行了元分析，以全面了解人工智能聊天机器人在 EFL 学习中的总体效果和调节因素分析。结果表明，总体效应为 g = 0.648，95% CI [0.406, 0.891]，表明人工智能聊天机器人可以有效促进 EFL 学习者的语言技能发展。此外，干预持续时间和界面设计也是重要的调节因素。根据所获得的结果，还讨论了对实践的影响。
Unraveling Effects of AI Chatbots on EFL Learners’ Language Skill Development: A Meta-analysis
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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