Does Student Engagement with Chatbots Enhance English Proficiency?
This study examines how Indonesian university students’ engagement with chatbots influences their English proficiency. While AI tools are increasingly used in language education, little research focuses on chatbot interaction dynamics. The research assesses behavioural (active use), cognitive (perc...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana Press (Založba Univerze v Ljubljani)
2025-06-01
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| Series: | ELOPE |
| Subjects: | |
| Online Access: | https://journals.uni-lj.si/elope/article/view/21602 |
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| Summary: | This study examines how Indonesian university students’ engagement with chatbots influences their English proficiency. While AI tools are increasingly used in language education, little research focuses on chatbot interaction dynamics. The research assesses behavioural (active use), cognitive (perceived value), and emotional (attitudinal) engagement across 150 non-English majors at four proficiency levels (A1–B2). Data from engagement surveys and proficiency tests were analysed using ANOV A, correlation, and regression. Results indicated that higherproficiency students (B1/B2) engaged more intensely with chatbots than their lower-level peers. Behavioural and cognitive engagement strongly correlated with improved language skills, while emotional engagement showed no significant link. Regression analysis identified behavioural and cognitive engagement as key predictors of proficiency gains, suggesting that active interaction and perceived utility of chatbots drive language development. The findings underscore chatbots’ potential as effective language-learning aids.
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| ISSN: | 1581-8918 2386-0316 |