The Impact of Using Interactive Chatbots on Self-Directed Learning

The present study aimed to develop and implement an interactive chatbot in a language-learning setting. For this purpose, fifty Omani EFL students were divided into two equal groups: control and experimental. All the pretests were validated and piloted before the treatment to ensure practicality. The chatbot was designed using the WhatsApp platform, and instructions were given to the students. Some researcher-made tests, such as writing tasks, grammar, and reading comprehension activities, were assigned to both groups. In addition, an adapted questionnaire initially developed by Williamson (2007) was used as the pretest and posttest. The control group received all the materials using the traditional face-to-face teaching method, while the experimental group received all the instructions, explanations, and tests through the chatbot. The findings of the study revealed that the control group did not show any interest in completing the activities; on the contrary, the majority of participants in the experimental group engaged themselves in task achievements. Moreover, the self-directed learning questionnaire results showed that the experimental group progressed significantly from the pretest to the posttest in self-directed abilities, including awareness, learning strategies, activities, evaluation and interpersonal skills, with a statistically significant difference compared to the control group. The results of this study could be helpful for educators, students, and self-access centre staff.