Abstract Interactional competence (IC) is a core component of oral proficiency; however, opportunities to practice and develop IC in second language (L2) classrooms are often limited. Generative artificial intelligence chatbots provide easily accessible avenues for communicative practice. Employing a quasiexperimental design, this study compared chatbot interactions with face‐to‐face peer interactions to investigate the potential of both modes for eliciting and developing English as a foreign language (EFL) learners’ IC. The participants were 88 Chinese college EFL learners: 48 in the chatbot group and 40 in the peer group. Learners’ IC performance was evaluated through a pretest and a posttest in conjunction with conversation analysis. Findings revealed that both groups improved their IC, but the peer group excelled in interactive listening. Further questionnaire and interview data indicated learners’ concerns about the authenticity of chatbot interactions; yet they appreciated the chatbot's flexibility and anxiety‐reducing effect. They also expressed a willingness for long‐term engagement.
Meng et al. (Mon,) studied this question.