Exploring language learning motivation through chatbot use: An action research study grounded in self‐determination theory

Abstract This exploratory mixed‐methods action research study examines the role of an AI chatbot in supporting language learning motivation among university‐level Spanish learners, using the Self‐Determination Theory framework. It investigates (1) descriptive trends in pre–post changes in autonomy, competence, and relatedness between the chatbot and control groups and (2) how learners perceive chatbot‐supported practice vis‐à‐vis these psychological needs. Eighteen intermediate‐level Spanish learners participated in the control and intervention groups, completing surveys, reflective journals, and chatbot tasks. In this small sample, both groups reported high levels of motivation on post‐surveys. The intervention group reported feelings of autonomy and self‐directedness when using the chatbot, valuing its real‐time feedback and targeted support; however, no participants used it outside of class, preferring other tools for independent study. Pedagogically, insights from student reflections suggest that chatbots are best integrated into classroom instruction as targeted vocabulary and grammar support, allowing educators to prioritize communicative teaching strategies during class.