Exploring the use of chatbot to promote online EFL students’ behavioral, cognitive, and emotional engagements

Abstract

The implementation of online learning is often beset with the challenge of student disengagement, especially in online language learning where active learner practice is expected. To address this problem, we explored the use of a chatbot to support students with their English as a Foreign Language (EFL) listening learning in an online undergraduate course. The Self-determination theory was adopted to design the chatbot. Students were invited to interact with the chatbot for ten days to practice their English listening skills. A mixed-methods design was used to measure students’ behavioral engagement, cognitive engagement, and emotional engagement. The results indicated students’ positive online learning experiences with the chatbot. We also conducted follow-up interviews with students to determine their perceptions of learning with the chatbot.