The Influence of Interacting with Generative AI Chatbots in Informal English Learning Environments on Undergraduate Students’ Willingness to Communicate in Mainland China: a Case Study

Willingness to communicate (WTC) is a crucial factor in second language acquisition, significantly impacting undergraduates' English-speaking skills. Although there is research on generative AI chatbots for language learning, the field is still in its early stages. This study examined the impact of willingness to interact with generative AI chatbots for English-speaking practice on the willingness to communicate in informal learning environments among mainland Chinese undergraduates. Qualitative research with purposively selected 10 students showed that generative AI chatbots provided a relaxed, informal English-speaking practice environment, positively impacting their willingness to communicate with native speakers in school settings and improving speaking skills, confidence, and classroom participation. However, the interaction capabilities of generative AI chatbots were limited, showing no significant correlation to the willingness to communicate with non-native speakers. These findings highlight the potential and limitations of generative AI chatbots in enhancing language learning and emphasize the need for further research on their role in different communication contexts and other influencing factors, providing valuable insights for learning spoken English in Chinese higher education.