Exploring Chinese EFL Teachers' Perceptions of the Potentials and Challenges of Robot-Assisted Language Learning

Abstract

Robot-assisted language learning (RALL) has recently gained increasing attention among second and foreign language (L2) educators. However, its pedagogical potentials and implementation challenges remain underexplored, particularly in English as a Foreign Language (EFL) contexts. In this sense, this qualitative study investigates the perceptions and experiences of 25 Chinese EFL teachers using semi-structured interviews and narrative frames. Thematic analysis revealed seven perceived benefits of RALL including promoting learner autonomy, transcending time and space constraints, providing abundant learning resources, enhancing communicative competence, improving language skills, increasing classroom engagement and enabling personalised instruction. Conversely, six key challenges were identified: limitations in speech recognition and production, lack of human-like presence, insufficient attention to learner differences, neglect of emotional and contextual factors, need for technical support and high costs and infrastructure requirements. The findings provide valuable insights for educators, teacher trainers and policymakers aiming to integrate artificial intelligence (AI) driven technologies into L2 classrooms more effectively and ethically.