Embracing AI in Language Learning: Perspectives of ESOL Students on Using Chatbots for English Writing Practices

Abstract

Following a mixed method, the study aims to identify students’ perspectives on how the students integrate chatbots into their English writing practices and factors influencing students’ adoption of chatbots. A survey questionnaire was distributed among seventy students enrolled in the ESOL program at the University of Dhaka applying a cluster sampling approach and three focus group discussions were conducted. Five students for each group were selected based on voluntary response sampling. Statistical analysis and thematic analysis were done to analyze the data. The findings of this study foreground both positive and negative influences of chatbots on students including ability to produce organized content, easy navigation process, ability to provide personalized feedback, over-dependence on AI tools, over availability chatbot, incorrect information generated by chatbots, and ethical issues. The study shows that the use of chatbots for English writing practices has been proved to be beneficial for a student or not, largely depends on the student’s purpose and how the student is using it. To understand the changing sphere of education, it is crucial to comprehend the ever-changing perspectives of students. Also, for a safe implication of chatbots in education, it is also important to understand its negative impacts on the students.