Chatbots for vocabulary learning: A mixed-methods study with A1-level learners in a French as a foreign language course

DÜNDAR O. İ.

Foreign Language Annals, 2026 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1111/flan.70051
  • Dergi Adı: Foreign Language Annals
  • Derginin Tarandığı İndeksler: 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
  • Anahtar Kelimeler: artificial intelligence, educational technology, learner engagement, mobile-assisted language learning, personalized learning
  • Anadolu Üniversitesi Adresli: Evet

Özet

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.