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Hajmalek, Mohammad Mahdi, Etedal, Negin. (1405). The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2026.92507.987
Mohammad Mahdi Hajmalek; Negin Etedal. "The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22054/ilt.2026.92507.987
Hajmalek, Mohammad Mahdi, Etedal, Negin. (1405). 'The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2026.92507.987
Hajmalek, Mohammad Mahdi, Etedal, Negin. The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22054/ilt.2026.92507.987

The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 02 مرداد 1405
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2026.92507.987
نویسندگان
Mohammad Mahdi Hajmalek* 1؛ Negin Etedal2
1Khatam University
2Department of English Language, Khatam University
چکیده
Regardless of the current buzz, there is still a great deal to uncover when it comes to the promises of AI in language instruction, especially in under-resourced contexts. The present mixed-methods study compared the effects of AI-powered chatbots and Synchronous Computer-Mediated Communication (SCMC) on Iranian EFL learners’ oral proficiency and self-efficacy. For this purpose, 60 EFL learners were conveniently sampled and the speaking section of IELTS as well as the Questionnaire of English Self-Efficacy were administered as pretest and posttest with six weeks of treatment. The experimental group used Pi as speaking partner, whereas the other group spent a comparable amount of time engaging in SCMC with the instructor. ANCOVA revealed that AI significantly enhanced oral self-efficacy in the experimental group (p = 0.001). As for oral proficiency, although a positive impact was suggested, the difference was only marginally significant (p = 0.082). Qualitative findings mostly suggested positive attitudes, particularly towards the “increased practice opportunities” while a number of concerns, especially about “limitations in natural interaction” were voiced. It is argued that AI has the potential to compensate for some of the limitations in under-resourced TESOL contexts and push language education to more equitable and sustainable standards around the globe.
کلیدواژه‌ها
Artificial intelligence؛ Conversational chatbots؛ EFL Learners؛ Oral proficiency؛ Self-efficacy
آمار
تعداد مشاهده مقاله: 4


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