Artificial Intelligence–Assisted English Language Learning: A Collaborative Model between English Education and Informatics
Downloads
Artificial intelligence (AI) has become increasingly prominent in English as a Foreign Language (EFL) learning, particularly through the use of AI-powered chatbots to support language practice beyond classroom boundaries. However, prior studies report mixed results, often emphasizing technology adoption or learning outcomes while overlooking learners’ psychological experiences. This study aims to examine AI-assisted EFL learning through a collaborative model integrating perspectives from English education and informatics, with a focus on perceived autonomy, perceived interactivity, learner engagement with AI-powered chatbots, and perceived learning outcomes. A quantitative explanatory research design was employed using a cross-sectional survey of EFL learners with prior experience using AI-powered chatbots. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the proposed research model. The results indicate that perceived autonomy and perceived interactivity have significant positive effects on learners’ engagement with AI-powered chatbots. Learner engagement also shows a significant positive effect on perceived learning outcomes and mediates the relationships between autonomy, interactivity, and learning outcomes. The findings highlight the importance of autonomy-supportive and interactive chatbot design and underscore the value of interdisciplinary collaboration between English education and informatics in fostering meaningful and sustainable AI-assisted EFL learning.
Aldosemani, T., Shepherd, C., & Bolliger, D. U. (2019). Perceptions of instructors and students toward AI-driven learning systems. Educational Technology Research and Development, 67(5), 1265-1286. https://doi.org/10.1007/s11423-019-09672-8
Al-Hassan, S., & Shukri, N. (2023). Artificial intelligence applications in EFL learning: Opportunities and challenges. Education and Information Technologies, 28(4), 4821-4842. https://doi.org/10.1007/s10639-022-11335-2
Almusharraf, N., & Bailey, D. (2021). Chatbots in language learning: A systematic review. Computer Assisted Language Learning, 34(5-6), 759-785. https://doi.org/10.1080/09588221.2020.1770298
Bai, B., Wang, J., & Chai, C. S. (2021). Understanding EFL students’ acceptance of AI-based language learning systems. System, 103, 102642. https://doi.org/10.1016/j.system.2021.102642
Chen, H., Park, H., & Breazeal, C. (2020). Teaching and learning with AI chatbots in language education. AI & Society, 35(2), 417-430. https://doi.org/10.1007/s00146-019-00921-8
Chiu, T. K. F., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research directions of artificial intelligence in education. Educational Research Review, 38, 100482. https://doi.org/10.1016/j.edurev.2022.100482
Crompton, H., & Burke, D. (2020). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 17(1), 1-23. https://doi.org/10.1186/s41239-020-00227-7
Dodigovic, M. (2020). Artificial intelligence and second language learning. Language Learning & Technology, 24(3), 1-15.
Godwin-Jones, R. (2019). Artificial intelligence and language learning: Emerging technologies. Language Learning & Technology, 23(3), 1-11.
Hockly, N. (2023). Artificial intelligence in English language teaching. ELT Journal, 77(1), 80-88. https://doi.org/10.1093/elt/ccac048
Jeon, J. (2021). Chatbot-assisted EFL learning and student engagement. ReCALL, 33(3), 327-345. https://doi.org/10.1017/S0958344021000067
Kasneci, E., et al. (2023). ChatGPT for education: Opportunities and challenges. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kessler, G. (2021). Technology and the future of language teaching. Foreign Language Annals, 54(2), 343-356. https://doi.org/10.1111/flan.12528
Kukulska-Hulme, A., Lee, H., & Norris, L. (2022). Mobile and AI-supported language learning. Computer Assisted Language Learning, 35(3), 451-472.
Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: A critical review. Educational Technology & Society, 24(1), 1-15.
Pokrivcakova, S. (2019). Preparing teachers for AI-mediated language learning. Journal of Language and Education, 5(3), 135-146.
Qian, Y., & Hu, X. (2022). Adaptive learning systems for EFL learners. System, 106, 102764. https://doi.org/10.1016/j.system.2022.102764
Roll, I., & Wylie, R. (2019). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 29(4), 582-599. https://doi.org/10.1007/s40593-019-00189-3
Smutny, P., & Schreiberova, P. (2020). Chatbots for learning: A review of educational chatbots. Computers & Education, 151, 103862. https://doi.org/10.1016/j.compedu.2020.103862
Song, D., & Wang, Y. (2023). AI-assisted speaking practice in EFL classrooms. System, 115, 103046. https://doi.org/10.1016/j.system.2023.103046
Stockwell, G. (2022). Technology and learner motivation in language learning. ReCALL, 34(2), 97-110.
Tegos, S., Demetriadis, S., & Karakostas, A. (2020). AI-supported collaborative learning. Computers in Human Behavior, 104, 106170. https://doi.org/10.1016/j.chb.2019.106170
Tsai, C. C., & Chai, C. S. (2020). The role of artificial intelligence in transforming education. Educational Technology & Society, 23(3), 1-10.
Zhai, X., Chu, X., Chai, C. S., & Jong, M. S. Y. (2021). Artificial intelligence in K-12 and higher education. Educational Research Review, 33, 100387. https://doi.org/10.1016/j.edurev.2021.100387
Copyright (c) 2025 Rani Santika*, Rafi Farizki
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC-BY-SA). that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
