INVESTIGATING THE ROLE OF AI-BASED CHATBOTS IN ENHANCING ENGLISH LANGUAGE LEARNING EXPERIENCE FOR PAKISTANI STUDENTS

Abstract

This qualitative case study explores the effectiveness of AI-based chatbots in enhancing English language learning experiences for Pakistani students. Grounded in Computer-Mediated Communication (CMC) Theory, the study addresses the challenges faced by Pakistani students in learning English, including inadequate resources and limited access to quality instruction. Ten Pakistani students learning English as a second language interacted with an AI-based chatbot for four weeks. Thematic analysis of pre- and post-chatbot interview transcripts revealed that the chatbot provided personalized feedback and practice opportunities, improving grammar and vocabulary skills and increasing motivation and self-efficacy. The study contributes to the existing research on AI-based chatbots in language learning, highlighting their potential in promoting learner engagement and facilitating language learning outcomes. The findings have implications for language learning instruction, emphasizing the importance of incorporating technology-enhanced learning solutions into language learning curricula.