What question did this study set out to answer?

The study investigates the effectiveness of dialogue systems in fostering interactional competence among EFL learners, particularly in mixed hearing-DHH settings.

June 18, 2026Open Access

Dialogue Systems for Inclusive EFL Learning: Sustaining DHH Engagement while Developing Interactional Competence in Mixed Classes

Key Points

The study investigates the effectiveness of dialogue systems in fostering interactional competence among EFL learners, particularly in mixed hearing-DHH settings.
Qualitative study involving interactions between ChatGPT and a Milanese university EFL class.
Integrated dialogue systems into a 5-lesson syllabus via WhatsApp, focusing on learners training as LIS and LIST interpreters.
Explored four research questions related to reception, novelty effects, learning perceptions, and overall teaching effectiveness.
Initial positive reception of dialogue systems but notable waning enthusiasm, especially among hearing students.
Novelty effects observed later in the DHH group, influenced by cognitive demands during communicative tasks.
Findings highlight the potential of dialogue systems to support less proficient DHH learners, though sustained engagement is crucial.

Abstract

Dialogue systems (DS), perceived as less judgmental simulators of natural conversation, boost confidence, reduce anxiety, and foster motivation in judgment-free environments (Bibauw et al. 2022). Their recent integration in tertiary EFL (English as a Foreign Language) contexts as AI-powered language learning tools has prompted research into their impact on interactional competence (Zhai/Wibowo 2023). This qualitative study investigates interactions between a DS – ChatGPT (GPT-4o), integrated via WhatsApp into a 5-lesson multi-component syllabus – and a Milanese university class of students training as LIS (Italian Sign Language) and LIST (Tactile Italian Sign Language) interpreters/translators and as authentic agents of accessibility in international settings. For this reason, English classes are mandatory and are meant to equip students with a comprehensive linguistic profile. The implications for inclusive EFL pedagogy in mixed hearing-DHH (Deaf and Hard of Hearing) classes are discussed in this paper, arguing for carefully scaffolded, multi-phase integration of dialogue systems rather than their use as stand-alone conversational partners. The study examines four key research questions: whether initial reception is positive (RQ1), if a novelty effect is expected to emerge after the second lesson plan and human-to-DS interactional phase (RQ2), how students perceive learning outcomes from interacting with the DS (RQ3) and the effectiveness of the whole teaching methodology (RQ4). Results revealed initial enthusiasm that waned significantly – more among hearing than DHH students – towards the overall methodology and partially support the novelty effect theory by Fryer et al. (2017) for DS conversations, as the effect emerged later in the DHH group, possibly amplified by communicative tasks’ cognitive demands. DS interactions were favored by more insecure, anxious learners irrespective of hearing status, highlighting AI’s scaffolding potential for inclusivity. While reducing embarrassment for some, others noted AI’s sterile formality and annoying verbosity versus human authenticity, yielding mixed proficiency gains. Findings underscore DS value for diverse EFL profiles, particularly the least proficient DHH, though sustained engagement requires addressing novelty decline and task complexity.

Bookmark

View Full Paper