Japanese EFL learners’ perceptions and acceptance of multimodal AI chatbot tutoring

Abstract

Since the release of ChatGPT in 2022, AI has been rapidly and sometimes radically changing the landscape of foreign language education, with learners and teachers still coming to grips with the full implications of these new technologies. In this study, 93 undergraduate EFL learners at a private Japanese university were surveyed to investigate their perceptions and acceptance of AI chatbots as a tool for language education, as well as to determine their preferences for text-based or spoken modes of interaction between the learner and the AI. Learners were found to hold generally positive perceptions towards language practice using AI chatbots, with responses indicating that they find the chatbots generally easy, enjoyable, effective, and efficient to use, albeit only slightly so, and that they believe that interaction with the chatbots can improve vocabulary learning, better understanding of reading texts, and preparedness for in-class discussion activities. Furthermore, the data show that a large majority of learners prefer text-based interaction over spoken interaction with chatbots, although a substantial number of learners also stated a clear preference for the spoken modality. Overall, the findings suggest that learners perceive LLM-based chatbots as a viable practice method to prepare for in-class discussion activities.

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