Chatbots for vocabulary learning: A mixed‐methods study with A1‐level learners in a French as a foreign language course

Abstract This study investigated the integration of a rule‐based AI chatbot into A1‐level French instruction to support vocabulary learning. Quantitative findings showed that the experimental group achieved significantly higher posttest scores than the control group, with a large effect size ( r = 0.83, p < .001). Survey results indicated generally positive attitudes toward using the chatbot as a mobile learning tool, particularly in satisfaction and perceived usability. Focus group data reinforced these findings, highlighting accessibility, motivational value, and support for personalized, self‐paced learning. Reported challenges included occasional technical issues and the absence of voice‐based interaction. The findings suggest that pedagogically aligned, rule‐based chatbots can support vocabulary acquisition and learner engagement. In pedagogical terms, brief, guided chatbot interactions may extend weekly instruction by providing individualized retrieval practice with immediate feedback in a low‐anxiety environment, while visual cues can further support recognition and recall.