![]() Language acquisition happens through interaction with peers, teachers, and other professionals ( Çakıroğlu, 2018). In addition, thanks to their automated responses, they are becoming effective in language classes ( Smutny and Schreiberova, 2020). The dialogue system can be text-based or task-based and respond with speech, graphics, virtual gestures, or physically assisted tactual gestures ( Belda-Medina and Calvo-Ferrer, 2022). Chatbots refer to a dialog system replicating written and/or verbal communication with human users, typically over the Internet. Chatbots represent such AIs employed at the macro and micro level in the class for developing learners’ different language skills, e.g., speaking, reading, listening, and writing ( Gayed et al., 2022). In the era of IoT (Internet of Things), different forms and shapes of AI (Artificial Intelligence) are being used to facilitate foreign language teaching and learning at different levels of education in different EFL contexts ( Junaidi et al., 2020 Fitria, 2021). Overall, the findings of this mini-review contribute with their specific pedagogical implications and methods to the effective use of chatbots in the EFL environment, be it formal or informal. This will address the gap in the literature because no previous review study has conducted such an analysis. ![]() The key contribution of this study lies in its evaluation of the chatbot’s potential in applying and integrating the existing theories and concepts used in EFL teaching and learning, such as CEFR, mind mapping, or self-regulatory learning theory. The results of this mini-review confirm the findings of other research studies, which show that the present research on the use of chatbots in university EFL settings focuses on their effectiveness, motivation, satisfaction, exposure, and assessment. This study follows the guidelines of the PRISMA methodology and searches for open-access empirical studies in two reputable databases, Web of Science and Scopus. This mini-review aims to identify major research trends, models, and theories and provide specific pedagogical implications for teaching when using chatbots in EFL classes. 2Department of English, American International University-Bangladesh, Dhaka, Bangladesh.1Department of Applied Linguistics, Faculty of Informatics and Management, University of Hradec Kralove, Hradec Kralove, Czech Republic.Blanka Klímová 1 * Prodhan Mahbub Ibna Seraj 2
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