Can Generative AI Chatbots Promote Second Language Acquisition? A Meta-Analysis

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-06-23 DOI:10.1111/jcal.70060

Mengdi Li, Yinyu Wang, Xiaorong Yang

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引用次数: 0

Abstract

Background

Generative artificial intelligence (GenAI) chatbots have shown great application potential and research value in the field of language learning, especially in second language acquisition (SLA).

Objectives

This study aims to validate the value of GenAI chatbots for SLA and elucidate which moderating variables affect learning outcomes.

Methods

The method of meta-analysis was adopted to conduct this study. This study synthesised 41 experimental or quasi-experimental studies on the application of GenAI chatbots in SLA from 2023 to date and extracted 48 independent effect sizes from them, with a total of 3515 participants.

Results and Conclusions

The results showed that GenAI chatbots had a moderate to large positive impact on SLA (ES = 0.576, 95% CI = [0.385–0.768], p < 0.001). In addition, based on the theoretical framework, this study further explored the moderating effect of GenAI chatbots on SLA from the dimensions of adopters of innovation, innovation, time process, diffusion channels and social system. To be specific, there were no inter-group differences in educational stage and learning environment, and there were intra-group differences in other moderating variables. Among them, the first language (L1) represented by Indonesian, the second language (L2) other than English, the GenAI chatbot represented by ChatGPT, vocabulary as the learning objective of language, and the intervention time of 1–7 days had a large moderating effect. Additional implications for research and practice are discussed.

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生成式AI聊天机器人能促进第二语言习得吗？一个荟萃分析

生成式人工智能（GenAI）聊天机器人在语言学习领域，特别是在第二语言习得领域显示出巨大的应用潜力和研究价值。本研究旨在验证GenAI聊天机器人对二语习得的价值，并阐明哪些调节变量影响学习结果。方法采用荟萃分析方法进行研究。本研究综合了自2023年至今关于GenAI聊天机器人在SLA中的应用的41项实验或准实验研究，从中提取了48个独立的效应量，共有3515名参与者。结果表明，GenAI聊天机器人对SLA有中等到较大的积极影响（ES = 0.576, 95% CI = [0.385-0.768], p < 0.001）。此外，在理论框架的基础上，本研究从创新采用者、创新、时间过程、扩散渠道和社会系统四个维度进一步探讨了GenAI聊天机器人对SLA的调节作用。其中，受教育阶段和学习环境在组间无显著差异，其他调节变量在组内有显著差异。其中，以印尼语为代表的第一语言（L1）、英语以外的第二语言（L2）、以ChatGPT为代表的GenAI聊天机器人、以词汇为语言学习目标、1-7天的干预时间具有较大的调节作用。讨论了对研究和实践的其他影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope