Chatbots for vocabulary learning: A mixed-methods study with A1-level learners in a French as a foreign language course
Foreign Language Annals, vol.59, no.2, pp.500-519, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Volume: 59 Issue: 2
- Publication Date: 2026
- Doi Number: 10.1111/flan.70051
- Journal Name: Foreign Language Annals
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, DIALNET
- Page Numbers: pp.500-519
- Keywords: artificial intelligence, educational technology, learner engagement, mobile-assisted language learning, personalized learning
- Anadolu University Affiliated: Yes
Abstract
This study investigated the integration of a rule-based AI chatbot into A1-level French instruction to support vocabulary learning. Quantitative findings showed that the experimental group achieved significantly higher posttest scores than the control group, with a large effect size (r = 0.83, p <.001). Survey results indicated generally positive attitudes toward using the chatbot as a mobile learning tool, particularly in satisfaction and perceived usability. Focus group data reinforced these findings, highlighting accessibility, motivational value, and support for personalized, self-paced learning. Reported challenges included occasional technical issues and the absence of voice-based interaction. The findings suggest that pedagogically aligned, rule-based chatbots can support vocabulary acquisition and learner engagement. In pedagogical terms, brief, guided chatbot interactions may extend weekly instruction by providing individualized retrieval practice with immediate feedback in a low-anxiety environment, while visual cues can further support recognition and recall.