AI Chatbots and Language Learning: Implications for EFL Writing, Speaking, and Learner Autonomy
Main Article Content
Abstract
The rapid integration of artificial intelligence (AI) chatbots in English as a Foreign Language (EFL) instruction offers promising opportunities for personalized feedback on writing accuracy, speaking confidence, and vocabulary development. However, empirical evidence regarding specific AI applications, intervention procedures, and impacts on learner autonomy remains limited. This mixed-methods study examines the pedagogical impact of an 8-week intervention that utilizes ChatGPT (GPT-4) alongside teacher instruction among 120 EFL learners (aged 16–20) across secondary schools and language centers in Kenitra, Morocco, as well as the perceptions of 15 EFL teachers. Participants were divided into an AI-assisted experimental group (n = 60) receiving ChatGPT feedback and a control group (n = 60) receiving traditional teacher instruction. Quantitative writing performance was evaluated through pre- and post-intervention tests, while student and teacher questionnaires, semi-structured interviews, and classroom observations captured qualitative data on engagement, communicative confidence, and ethical concerns. Quantitative findings demonstrated a statistically significant improvement in writing test scores for the experimental group over the control group. Qualitative thematic analysis revealed that while automated feedback provided a low-anxiety environment for iterative drafting and speaking practice, learners faced risks of technological overreliance that could jeopardize critical thinking and learner autonomy. The study underscores that AI tools function most effectively as a pedagogical supplement rather than a replacement for human educators, highlighting the crucial role of teacher mediation in guiding ethical AI usage, scaffolding metacognitive reflection, and upholding academic integrity. Consequently, educational institutions must establish robust institutional guidelines, integrate AI literacy into language curricula, and promote ongoing professional development to optimize AI-mediated learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
AbuSahyon, A. S. E., Alzyoud, A., AlShorman, O., & Al-Absi, B. (2023). AI-driven technology and chatbots as tools for enhancing English language learning in the context of second language acquisition: A review study. International Journal of Membrane Science and Technology, 10(1), 1209–1223. https://doi.org/10.15379/ijmst.v10i1.2829
Aldhabaan, R., & Saud, W. I. (2024). Vocabulary learning strategies used by Saudi undergraduate students at King Khalid University. Journal of English Language Teaching and Applied Linguistics, 6(4), 210–227. https://doi.org/10.32996/jeltal.2024.6.4.23
Al-khresheh, M. H. (2025). Talking with machines: Experimental evidence on the effects of AI-supported speaking practice on fluency and anxiety. Applied Linguistics Research, Measurement and Practice, 1(1), 24–44. https://doi.org/10.65334/pmqzf567
Almelhi, A. (2024). Artificial intelligence in language learning: Opportunities and challenges. Journal of Language Education, 12(2), 45–60.
Alshabeb, A., Alshehri, A., Abdalgane, M., Othman, K. J., Almaiah, M., Alfaisal, R., Salloum, S., Hajjej, F., Shishakly, R., Lutfi, A., Al-Maroof, R., Alshumaimeri, Y., Alshememry, A., Divekar, R., Drozdal, J., Chabot, S., Zhou, Y., Su, H., & Yang, X. (2024). Leveraging AI for vocabulary acquisition and pronunciation enhancement. Journal of Research in Language & Translation, 4(1), 86–108. https://doi.org/10.33948/jrlt-ksu-4-1-5
Asiri, A. S., & Khadawardi, H. A. (2024). Teachers’ perceptions of electronic corrective feedback and its impact on EFL learners’ uptake. Arab World English Journal, 10, 204–218. https://doi.org/10.24093/awej/call10.14
Aydoğan, H. (2026). Ethical and pedagogical implications of machine learning–based chat systems in English language education [Preprint]. Zenodo. https://doi.org/10.5281/zenodo.18695634
Azman, M., Mohadih, N. B. M., Azhar, N. B. B. K., Farizan, M. A. B. A., Radzi, N. A. B. M., & Manap, M. R. (2025). The impact of artificial intelligence on language learners’ critical thinking skills, language learning, and academic integrity. International Journal of Research and Innovation in Social Science, 9(24), 817–824. https://doi.org/10.47772/ijriss.2025.924ileiid0089
Baz, M. A., & Aksoy, S. H. (2025). The effect of feedback on informative text writing: AI or teacher? Open Praxis, 17(3), 395–408. https://doi.org/10.55982/openpraxis.17.3.871
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences, 12(17), Article 8427. https://doi.org/10.3390/app12178427
Carmen, R. A. M. del, Parada, N. J. V., Bula, L. R. M., Ruiz, M. R., Chamorro, M. I. H., & Díaz, C. G. (2024). Artificial intelligence for English learning enhancing vocabulary acquisition. International Journal of Intelligent Systems and Applications in Engineering, 12(21s), 1162–1170. https://ijisae.org/index.php/IJISAE/article/view/5630
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), Article 43. https://doi.org/10.1186/s41239-023-00411-8
Chen, X., & Li, Y. (2023). AI-assisted writing feedback in EFL classrooms. Computer Assisted Language Learning, 36(4), 567–589.
Cislowska, A. I., & Acuña, B. P. (2024). Integration of chatbots in additional language education: A systematic review. European Journal of Educational Research, 13(4), 1607–1625. https://doi.org/10.12973/eu-jer.13.4.1607
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024). Impact of AI assistance on student agency. Computers & Education, 210, Article 104967. https://doi.org/10.1016/j.compedu.2023.104967
Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), Article 247. https://doi.org/10.3390/soc15090247
Ding, D., & Yusof, A. M. (2025). Investigating the role of AI-powered conversation bots in enhancing L2 speaking skills and reducing speaking anxiety: A mixed methods study. Humanities and Social Sciences Communications, 12(1), Article 555. https://doi.org/10.1057/s41599-025-05550-z
Ding, L., Li, T., Jiang, S., & Gapud, A. A. (2023). Students’ perceptions of using ChatGPT in a physics class as a virtual tutor. International Journal of Educational Technology in Higher Education, 20(1), Article 63. https://doi.org/10.1186/s41239-023-00434-1
Elycheikh, A., Svetlana, M., & Magda, P. (2024). Critical integration of generative AI in higher education: Cognitive, pedagogical and ethical perspectives. Global Journal of Human-Social Science, 24(G13), 1–12. https://doi.org/10.34257/ljrhssvol25is13pg1
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), Article 57. https://doi.org/10.1186/s41239-023-00425-2
Ghasemi, A. A., Yazdani, H., & Mozaheb, M. A. (2019). The role of metacognitive strategy training in fostering vocabulary acquisition. Learning and Teaching in Higher Education: Gulf Perspectives, 16(1), 45–57. https://doi.org/10.18538/lthe.v16.n1.331
Godwin-Jones, R. (2022). Emerging technologies and language learning. Language Learning & Technology, 26(2), 1–15.
Godwin-Jones, R. (2026). Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning. Language Learning & Technology, 30(2), 14–35. https://doi.org/10.64152/10125/73679
Gustilo, L., Ong, E., & Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: Exploring educators’ practices, perceptions, and policies in AI era. International Journal for Educational Integrity, 20(1), Article 13. https://doi.org/10.1007/s40979-024-00153-8
Huang, J., & Mizumoto, A. (2024). Examining the effect of generative AI on students’ motivation and writing self-efficacy. Digital Applied Linguistics, 1, Article 102324. https://doi.org/10.29140/dal.v1.102324
Joo, S. H. (2024). Generative AI as writing or speaking partners in L2 learning: Implications for learning-oriented assessments. Studies in Applied Linguistics and TESOL, 24(1), 69–75. https://doi.org/10.52214/salt.v24i1.12865
Karakaya, K., Alpat, M. F., Uçar, H., Karakaya, Ö., & Bozkurt, A. (2025). Preparing teachers for the algorithmic educational landscape: A critical mapping of generative AI integration in language teacher education. Technology in Language Teaching & Learning, 7(2), Article 102841. https://doi.org/10.29140/tltl.v7n2.102841
Karataş, F., Abedi, F. Y., Gunyel, F. O., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6
Kim, J., Yu, S., Detrick, R., & Li, N. (2025). Exploring students’ perspectives on generative AI-assisted academic writing. Education and Information Technologies, 30(1), 1265–1300. https://doi.org/10.1007/s10639-024-12878-7
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, Article 100156. https://doi.org/10.1016/j.caeai.2023.100156
Lee, S., Jeon, J., & Choe, H. (2025). Enhancing pre‐service teachers’ Global Englishes awareness with technology: A focus on AI chatbots in 3D metaverse environments. TESOL Quarterly, 59(1), 49–74. https://doi.org/10.1002/tesq.3300
Li, K. (2023). Teacher perceptions of AI in language education. Educational Technology Research, 71(3), 445–460.
Luckel-Semoto, A. (2026). Generative AI as a pedagogical tool in academic writing: Learners’ perceptions of AI-assisted revision in classroom contexts. STEM Journal, 27(2), 71–86. https://doi.org/10.16875/stem.2026.27.2.71
Mohammed, S. J., & Khalid, M. (2025). Under the world of AI-generated feedback on writing: Mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development. Language Testing in Asia, 15(1), Article 20. https://doi.org/10.1186/s40468-025-00343-2
Mouta, A., Sánchez, E. M. T., & Llorente, A. M. P. (2025). Comprehensive professional learning for teacher agency in addressing ethical challenges of AIED: Insights from educational design research. Education and Information Technologies, 30(3), 3343–3387. https://doi.org/10.1007/s10639-024-12946-y
Naz, I., & Robertson, R. S. (2024). Exploring the feasibility and efficacy of ChatGPT3 for personalized feedback in teaching. The Electronic Journal of e-Learning, 22(2), 98–111. https://doi.org/10.34190/ejel.22.2.3345
Özçelik, N. P., & Ekşi, G. Y. (2024). Cultivating writing skills: The role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1), Article 23. https://doi.org/10.1186/s40561-024-00296-8
Pham, V. P. H., & Renandya, W. A. (2026). Navigating the AI turn: Framework for responsible AI integration in language education. International Journal of TESOL & Education, 6(2), 70–85. https://doi.org/10.54855/ijte.26626
Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: Illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14, Article 1255594. https://doi.org/10.3389/fpsyg.2023.1255594
Son, J., Ružić, N. K., & Philpott, A. (2025). Artificial intelligence technologies and applications for language learning and teaching. Journal of China Computer-Assisted Language Learning, 5(1), 94–112. https://doi.org/10.1515/jccall-2023-0015
Tomisu, H., Ueda, J., & Yamanaka, T. (2025). The cognitive mirror: A framework for AI-powered metacognition and self-regulated learning. Frontiers in Education, 10, Article 1697554. https://doi.org/10.3389/feduc.2025.1697554
Wang, C. (2025). Exploring students’ generative AI-assisted writing processes: Perceptions and experiences from native and nonnative English speakers. Technology, Knowledge and Learning, 30(3), 1825–1846. https://doi.org/10.1007/s10758-024-09744-3
Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, Article 1261955. https://doi.org/10.3389/fpsyg.2023.1261955
Weng, Z., & Fu, Y. (2025). Generative AI in language education: Bridging divide and fostering inclusivity. International Journal of Technology in Education, 8(2), 395–420. https://doi.org/10.46328/ijte.1056
Zhang, T. (2024). AI feedback vs teacher feedback in writing instruction. Journal of Second Language Writing, 65, 101–120.
Zhou, X., Zhang, J., & Chan, C. (2024). Unveiling students’ experiences and perceptions of artificial intelligence usage in higher education. Journal of University Teaching & Learning Practice, 21(6), Article 13. https://doi.org/10.53761/xzjprb23
Zimotti, G., Frances, C., & Whitaker, L. (2024). The future of language education: Teachers’ perceptions about the surge of AI writing tools. Technology in Language Teaching & Learning, 6(2), Article 1136. https://doi.org/10.29140/tltl.v6n1.1136