Evaluating the Effectiveness of Chatbot-Assisted Learning in Enhancing English Conversational Skills Among Secondary School Students

The growing application of artificial intelligence in education has created new avenues for second language learning. The following research explores the impact of learning with the help of chatbots on English conversation among secondary students in the Northern Borders Region in Saudi Arabia. The quasi-experimental design involved 30 students divided into two groups: an experimental group that interacted with an intervention using a GPT-powered chatbot for three weeks, and a control group that underwent traditional teaching. Pre- and post-tests were given to assess conversation competence. At the same time, students’ attitudes toward the chatbot-assisted learning experience were measured through questionnaires, teacher observation, and usage logs in the chatbot. Results showed statistically significant improvement in the experimental group’s speaking competence (mean gain = 5.24, p < 0.001). Students showed high motivation, elevated confidence, and high satisfaction with the learning experience provided through the chatbot (overall attitude mean = 4.35/5). Teacher observations testified that the students were much more engaged and spontaneous, and using the chatbot was positively correlated with score gain (r = 0.61). The outcomes indicate that chatbot-based learning is a practical approach for facilitating the development of spoken English, particularly in low-resource learning environments. The research provides empirical proof in favour of the incorporation of interactive AI into EFL teaching in all the secondary schools in Saudi Arabia.