Optimizing ESL Learners' Speech Act Performance: The Role of AI-Powered Chatbots in Pragmatic Competence Development
| Authors | |
|---|---|
| Year of publication | 2025 |
| Type | Article in Periodical |
| Magazine / Source | Theory and Practice in Language Studies |
| Citation | |
| web | https://doi.org/10.17507/tpls.1510.05 |
| Doi | https://doi.org/10.17507/tpls.1510.05 |
| Keywords | AI Chatbots; ESL learners; Pragmatic competence; Speech acts; Technology-enhanced learning |
| Attached files | |
| Description | This mixed-methods study investigates the effectiveness of AI-powered chatbots in enhancing the pragmatic competence of Pakistani undergraduate ESL learners, focusing specifically on the production of contextually appropriate speech acts—requests, apologies, and refusals. A total of 50 students, ranging from A2 to B2 proficiency levels (CEFR), participated in a four-week intervention involving scripted and open-ended interactions with a Google Dialogflow chatbot designed to simulate real-life conversational scenarios. Quantitative results from pre- and post-intervention assessments revealed significant improvement in speech act appropriateness (p < 0.001), with mean scores increasing from 58.4 to 76.2. Qualitative data identified three key themes: increased engagement and motivation, improved speaking confidence, and heightened awareness of polite and context-sensitive language use. The findings support the integration of AI chatbots into blended ESL instruction to develop socio-pragmatic competence. |