Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools

Authors

  • Olusegun Oladele Jegede Department of Languages and Literature, Lead City University, Ibadan, Nigeria

DOI:

https://doi.org/10.22219/englie.v5i2.32802

Keywords:

Chatbot Applications, Educational Technology, Implementation Challenges, English Language Learning, Nigerian Secondary Schools

Abstract

This study explores the potential of chatbot applications to enhance English language learning in Nigerian secondary schools, motivated by the ongoing challenges in achieving high English proficiency using traditional methods. The purpose of the study was to assess the current level of English proficiency among students, evaluate the effectiveness of chatbot applications, understand user perceptions, and identify implementation challenges. A quantitative research design was employed, involving 150 students from three international schools, selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics, along with thematic analysis for qualitative insights. The study revealed varied levels of English proficiency among students’ general positive perceptions of chatbot applications as effective tools for learning English; significant technical and accessibility challenges, such as poor internet connectivity and limited device availability; and the necessity of comprehensive training for both students and teachers to maximize the benefits of chatbot applications. The study concludes that while chatbot applications have considerable potential to improve English language skills, addressing the identified challenges is crucial. Recommendations included enhancing infrastructure, providing comprehensive training, and improving the software and user interface of chatbot applications to maximize their educational benefits. These insights aim to inform educators, policymakers, and technology developers on optimizing the use of chatbot applications in language education.

Downloads

Download data is not yet available.

References

Alabbas, A., & Alomar, K. (2024). Tayseer: A Novel AI-Powered Arabic Chatbot Framework for Technical and Vocational Student Helpdesk Services and Enhancing Student Interactions. Applied Sciences, 14(6), Article 6. https://doi.org/10.3390/app14062547

Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., & Sagarra-Romero, L. (2020). The Teaching and Learning Cultural Competence in a Multicultural Environment (CCMEn) Model. Nursing Reports, 10(2), Article 2. https://doi.org/10.3390/nursrep10020019

Aristovnik, A. (2014, April). Development of the information society and its impact on the education sector in the EU: Efficiency at the regional (NUTS 2) level [MPRA Paper]. https://mpra.ub.uni-muenchen.de/56455/

Ayeni, A. J. (2020). Principals’ instructional time management and students’ academic performance in secondary schools in Ondo North senatorial district of Ondo State, Nigeria. Journal of Education and Learning (EduLearn), 14(1), Article 1. https://doi.org/10.11591/edulearn.v14i1.14743

Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and Multicultural Contexts. Eurasian Journal of Applied Linguistics, 5(2), Article 2. https://doi.org/10.32601/ejal.599230

Chapelle, C. A., & Sauro, S. (2017). Interactionist SLA theory in CALL research. Language Teaching, 50(4), 455-494.

Fonseca, K. A. B., & Peralta, F. S. (2019). Google Classroom: An Effective Virtual Platform to Teach Writing in an EFL Composition Course. International Journal of English Language Teaching, 6(1), Article 1. https://doi.org/10.5430/ijelt.v6n1p27

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Guo, F. & Wu, X. (2019). The Application of Multimedia Technology in College English Reading Teaching: A Survey Based on Language Learning Strategies. International Journal of English Language, 6(2), 27-32. https://doi.org/10.5430/ijelt.v6n2p27

Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237-257. https://doi.org/10.1111/jcal.12610

Jegede, O. (2021). Mobile-Assisted Language Learning and Online Cooperative Language Learning: Merits and Demerits.

Jegede, O. (2022). Digitising English Language Teaching and Learning for e-Generation Students in Nigeria. 204–212.

Kachlicka, M., Saito, K., & Tierney, A. (2019). Successful second language learning is tied to robust domain-general auditory processing and stable neural representation of sound. Brain and Language, 192, 15–24. https://doi.org/10.1016/j.bandl.2019.02.004

Kim, Y. J. (2023). The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study. Medicine, 102(39), e35143. https://doi.org/10.1097/MD.0000000000035143

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for Language Teaching and Learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868

Kuhail, M. A., Alturki, N., Alramlawi, S., & Alhejori, K. (2023). Interacting with educational chatbots: A systematic review. Education and Information Technologies, 28(1), 973–1018. https://doi.org/10.1007/s10639-022-11177-3

Li, Y., Sun, M., & Wu, D. (2018). Improving oral English learning through chatbot-assisted task-based learning. Computers & Education, 127, 178-189.

McTear, M. F., Callejas, Z., Griol, D., & Keizer, S. (2016). The Conversational Interface: Talking to Smart Devices. Springer. https://doi.org/10.1007/978-3-319-32967-3

Muhammed, A. A. (2014). The Impact of Mobiles on Language Learning on the Part of English Foreign Language (EFL) University Students. Procedia - Social and Behavioral Sciences, 136, 104–108. https://doi.org/10.1016/j.sbspro.2014.05.297

Qin, L. (2024). Adaptive System of English-Speaking Learning Based on Artificial Intelligence. Journal of Electrical Systems, 20(6s), Article 6s. https://doi.org/10.52783/jes.2637

Rudd, M. (2019). The Significance of English Proficiency in Reforming Nigerian Education and Society. International Journal of African and Asian Studies, 56(0), 67.

Sadeghi, M. (2019). A Shift from Classroom to Distance Learning: Advantages and Limitations. International Journal of Research in English Education, 4(1), 80–88. https://doi.org/10.29252/ijree.4.1.80

Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S., & Bacon, M. (2017). Effects of Dual-Language Immersion Programs on Student Achievement: Evidence From Lottery Data. American Educational Research Journal, 54(1_suppl), 282S-306S. https://doi.org/10.3102/0002831216634463

Tan, J. (2024). An Empirical Study of Adaptive Learning Algorithm Based on Intrinsic Motivation in English Online Teaching and Learning. Journal of Electrical Systems, 20(6s), Article 6s. https://doi.org/10.52783/jes.3088

Tom-Lawyer, O., Thomas, M., & Kalane, M. (2021). Examining the Status of English as a Medium of Instruction in Sub-Saharan Africa: A Comparative Study of Botswana and Nigeria. European Scientific Journal, ESJ, 17, 51. https://doi.org/10.19044/esj.2021.v17n36p51

Unal, S. & Gurol, M. (2019). Online Cooperation in English Language Learning. Journal of Education and Practice, 10(36), 79-83. https://doi.org/10.7176/JEP/10-36-09

Umek, L., Keržič, D., Aristovnik, A., & Tomaževič, N. (2015). Analysis of Selected Aspects of Students’ Performance and Satisfaction in a Moodle-Based E-Learning System Environment. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1495–1505. https://doi.org/10.12973/eurasia.2015.1408a

Wallace, A. (2014). Social Learning Platforms and the Flipped Classroom. International Journal of Information and Education Technology, 4(4), 293–296. https://doi.org/10.7763/IJIET.2014.V4.416

Xu, Z. (2017). Apply Multimedia to College English Reading Teaching. Chinese Education Academic Journal, 12, 102-110.

Zuniga, L. (2015). EFL Professors’ perceptions and intentions towards the integration of the tools in UNA Virtual Program at UNA Brunca Campus. Effective Teaching Practices: The Key to Maximising Learning, 458-475.

Downloads

Published

2024-08-12

How to Cite

Jegede, O. O. (2024). Leveraging chatbot applications to enhance English language learning in Nigerian secondary schools. English Learning Innovation, 5(2), 236–250. https://doi.org/10.22219/englie.v5i2.32802

Issue

Section

Articles