Abstract
This chapter discusses the use of chatbots as conversation partners for language learning and studies the impact of chatbot-based conversation practice and corrective feedback on language learners' writing proficiency and attitudes towards chatbots. The chapter describes a study where 34 English language learners at a Japanese university were offered text-based conversation practice with Replika, a generative AI chatbot. Half of the participants received corrective feedback, addressing vocabulary, grammar, and syntax errors in their messages, while the other half practiced without feedback. Pre-test and post-test surveys assessed improvement in perceived writing performance, and general feedback on chatbot-based practice was collected. Replika, despite its non-educational design, was effective at personalizing interactions and its use resulted in significant improvement in perceived writing proficiency. Despite minor issues during conversation practices, the general impression of the chatbot is positive suggesting its potential for an English language classroom use.
Top1. Introduction
In recent years, the emergence of generative AI has revived the discussions as to whether it was possible to have a machine produce natural human-like speech. This question for a long time has been the center of chatbot research (Coniam, 2014), where chatbots showed a promise to become tireless conversation partners for language learners. It was hoped that chatbots would be able to offer language learners a virtually limitless, authentic conversation practice in a non-judgmental environment, where one was able to make mistakes and try again. That hope was shared by educators who would be able to provide individual feedback to their students while saving time by means of using chatbot technology.
While the quality of conversations with chatbots varied in the past, with language learners often reporting boring, circular conversations that showed little sign of human-like interaction ability (Coniam, 2014; Fryer et al., 2020; Huang et al., 2022), generative AI demonstrated potential to make chatbots sound human. This would allow millions of language learners to experience authentic conversation and obtain unlimited practice in their target language without the need to look for the human language partner.
Considering the progress in the field of generative AI, the objective of this chapter is to discuss the impressions that English language learners at a Japanese university have in regards to text-based conversation practice with a generative AI chatbot Replika, and to explore the potential applications of said chatbot in an English language classroom.