Boosting Punctuation Proficiency: The Power of an Interactive Chatbot for EFL Learners
Background: While technology is becoming more integrated into education, little research has been done on the contribution that chatbots must play when it comes to helping EFL learners gain some language ability, like grammar. Most current research focuses on vocabulary or learning grammar and thus...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics
2025-06-01
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| Series: | Journal of Language and Education |
| Subjects: | |
| Online Access: | https://jle.hse.ru/article/view/17642 |
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| Summary: | Background: While technology is becoming more integrated into education, little research has been done on the contribution that chatbots must play when it comes to helping EFL learners gain some language ability, like grammar. Most current research focuses on vocabulary or learning grammar and thus does not understand how interactive, computer-based technologies can help develop rule-based writing skills. This study fills this gap by identifying the degree to which a WhatsApp chatbot improves punctuation skills, thus gaining insight into the promise of chatbot-enhanced teaching for certain language subskills.
Purpose: To evaluate the effect of a WhatsApp-based chatbot on improving Omani EFL learners' knowledge of English punctuation marks.
Method: Sixty Omani EFL learners from Sohar University in Oman participated in this study, divided into a control and experimental group. Both groups obtained in-class training on punctuation marks. The experimental group received additional explanation and practice regarding punctuation marks using an interactive chatbot. The chatbot bot was developed for the experimental group to enable two-sided interactions with the students. All the tests were piloted to ensure reliability and validity before the data collection and the main study round. A pretest, followed by a posttest and a delayed posttest, was conducted to compare participants' performance on English punctuation marks.
Results: The experimental group's mean scores increased from 8.06 (pretest) to 26.66 (posttest) and 24.16 (delayed posttest), significantly exceeding those of the control group. Kruskal-Wallis tests revealed no prior differences (p = 1.000), but statistically significant improvements were observed in the experimental group at both the posttest and delayed posttest (p < .001; η² > 0.73), with large effect sizes. These results indicate the lasting impact of the chatbot on punctuation ability.
Conclusion: This study underscores the importance of integrating interactive technologies into language learning environments to foster learner engagement and independence. By prioritising learners' needs and preferences, instructors can develop more efficient, student-centred methods that promote enhanced language acquisition. The study's findings highlight the potential of cutting-edge tools, such as interactive chatbots, to enhance language acquisition and promote ongoing improvement.
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| ISSN: | 2411-7390 |