Given the growing interest in AI technology, its potential to provide interactive language environments for young EFL learners has gained increasing attention. This study investigates the effects of using AI chatbots on English achievement, self-directed learning readiness, and willingness to communicate among primary school students in Korea. 49 fifth-grade students participated, divided into an experimental group (n = 25) and a control group (n = 24). The experimental group engaged in English lessons incorporating interactive and communicative activities utilizing two types of AI chatbots—Replika and ChatGPT—for 14 sessions over one semester, while the control group participated in traditional classroom activities. The data were analyzed using ANCOVA to examine the differences between the groups. The results revealed that while there was no statistically significant difference in English achievement, the experimental group showed significant improvements in self-directed learning readiness and willingness to communicate compared to the control group. Qualitative findings further indicated that the students perceived chatbots as non-judgmental conversation partners, which helped reduce anxiety and encouraged voluntary learning interactions. Despite some technical challenges reported, the findings suggest that AI chatbots have significant potential as educational tools to enhance the affective domain and self-directed learning autonomy of young EFL learners.
Jaeseok Yang (Sat,) studied this question.
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