Use of AI Chatbots in English Language Learning: Evidence from a Korean University Context

Abstract

The integration of artificial intelligence (AI) into higher education has significantly reshaped language learning practices, especially within English as a Foreign Language (EFL) context. This study examines the role of AI-powered chatbot tools in supporting English learning among university students in South Korea, focusing on language skill development, student engagement, and learner perceptions. A mixed-methods case study design was employed over a 12-week period involving 60 undergraduate participants. Quantitative data were collected through pre- and post-tests along with structured questionnaires, while qualitative data were obtained from student interviews and reflective journals. The findings reveal that chatbot-assisted learning led to noticeable improvements in reading comprehension, writing ability, and speaking confidence. In addition, students demonstrated increased motivation and a greater tendency to participate in English communication activities. The interactive features of AI chatbots, including real-time feedback and adaptive responses, encouraged autonomous learning and active involvement. Despite these advantages, some challenges were observed, such as occasional inaccuracies in responses, overdependence on the technology, and limited contextual understanding. Overall, the study indicates that AI chatbots can serve as effective supplementary tools in EFL learning environments when applied thoughtfully within pedagogical frameworks. These results contribute to the growing body of research on AI-supported language learning and offer practical implications for educators in Korean higher education.