Exploring the use of chatbots in English language learning among higher education students in Israel

This study investigates the multifaceted impact of chatbot integration on language learning experiences among undergraduate students in Israel. Employing a mixed-method design, the study explores students’ perceptions and interactions with chatbots in language learning, focusing on performance improvement, efficiency in learning, motivation sustainment, and self-confidence enhancement. A total of 100 undergraduate students undertaking English language courses participated in the study, providing both qualitative insights through semistructured interviews and quantitative data through a meticulously validated questionnaire. Thematic analysis of interview transcripts revealed recurrent themes related to the perceived effectiveness, convenience, engagement, and self-confidence building facilitated by chatbot interactions. Quantitative analyses demonstrated significant improvements across all dimensions of language learning outcomes following chatbot usage, supported by large effect sizes and positive correlations among various outcome measures. Mediation and regression analyses further elucidated the role of motivational and self-confidence factors in driving performance enhancement through chatbot interaction. Overall, the study provides compelling evidence of the beneficial effects of chatbot integration in optimizing language learning experiences, underscoring their potential as effective tools for enhancing language acquisition outcomes in higher education contexts.