Implementing AI-based Conversational Chatbots in EFL Speaking Classes: An Evolutionary Perspective

Abstract In the twenty first century, artificial intelligence (AI) has undergone an unprecedented development as a result of the advancements in computer science as well as the ability to access and store data. The present study aims not only to investigate the impact of AI-based conversational chatbots on learning in general and students’ speaking skills in particular, but also to enhance students’ engagement in educational settings. In the present study, two theories of learning; namely, the Situated Learning theory and the Self-regulated theory were adopted in the face-to-face classroom. The researcher collected data about the required variables by both a questionnaire and a pre-test and a post-test. The data have been analysed using standard statistical techniques. Based on both a Chi-square and a correlations test, results indicated that there is a positive impact of the integration of conversational chatbots on EFL learners’ speaking performance in the post-test of the present study.