Intelligent chatbot–supported collaborative learning: Impact on student engagement and English speaking skills

Abstract Efforts to integrate intelligent chatbots into academic courses, particularly for language learning, have been gaining popularity. However, the impact of chatbot-supported collaborative learning (CL) on student engagement and English speaking skills is under-researched. This study explored the impact of utilizing intelligent chatbot–supported CL on student engagement and speaking skills of English as a foreign language (EFL) learners. It investigated how chatbot-supported CL influences student engagement and speaking skills. The experimental group was taught using chatbot-supported CL, while the control group followed conventional CL. A total of 75 first-year undergraduate students participated, with 39 students in the experimental group and 36 in the control group. Data were collected through a 14-item engagement questionnaire, a speaking test based on the IELTS speaking evaluation rubric for both groups, and a 5-item CL questionnaire administered solely to the experimental group. The data were analyzed using repeated measures analysis of variance (RM-ANOVA) and linear regression analysis. The RM-ANOVA results showed that chatbot-supported CL positively affected student engagement and speaking skills. The linear regression analysis further indicated that CL supported by intelligent chatbots influenced student engagement, which in turn significantly impacted speaking skills. The findings suggested that active engagement in CL speaking classes is crucial for improving EFL speaking skills and that intelligent chatbots can be valuable and effective tools for promoting such engagement.