ENGLISH AS A FOREIGN LANGUAGE LEARNER INTERACTIONS WITH CHATBOTS: NEGOTIATION FOR MEANING

Abstract

Chatbots, whose potential for language learning have caused controversy among SecondLanguage Acquisition (SLA) researchers (Atwell, 1999; Fryer & Carpenter, 2006; Fryer &Nakao, 2009; Parker, 2005, Coniam, 2014; Jia, 2004; Chantarotwong, 2005) are intelligentconversational systems stimulating human interlocutors with voice or text. In this paper, twodifferent types of chatbots (pedagogical chatbot Tutor Mike and conversational chatbotMitsuku) were selected to investigate their potential for foreign language learning byexploring the frequency and patterns of Negotiation for Meaning (NfM) in CMC interactions.8 Chinese EFL leaners were randomly divided into two groups (lower and higher-levellearners), and all learners interacted with both the pedagogical and conversational chatbot ina switching replications research design. Data were analysed through content analysis toidentify the number of NfM instances observed, the different stages of NfM, trigger types,modified output and learners’ perceptions. The findings of this study indicate that whilelearners with low language levels would benefit most from interactions with pedagogicalagents, high language level learners expressed dissatisfaction with chatbots and a low level ofengagement was observed in their interactions with the pedagogical chatbot.