The Role of AI Chatbots in Supporting Independent English Learning

Abstract

This research investigates the role of AI chatbots in supporting independent English learning among university students who require flexible, individualized assistance outside classroom settings. The study emerges from the growing challenge faced by learners who often struggle to obtain immediate feedback, personalized guidance, and consistent practice opportunities when learning autonomously. The purpose of this research is to explore how AI chatbot interaction contributes to learners’ linguistic development, learning confidence, and engagement in self-directed English study. Using a descriptive qualitative design, the researchers collected data from fifteen undergraduate students enrolled in an English education program. The participants were selected purposively based on their frequent use of AI chatbots for academic or language-learning purposes. The main instruments used in this study were semi-structured interviews, activity logs, and written reflections documenting students’ experiences while using AI chatbots for independent learning tasks. The data were analyzed using thematic analysis to identify recurring patterns related to perceived usefulness, challenges, and learning outcomes. The findings reveal that AI chatbots offer accessible, responsive, and adaptive language support that enhances students’ vocabulary development, writing clarity, and overall learning autonomy. Students reported increased confidence due to the availability of instant explanations and feedback, although some concerns emerged regarding overreliance and occasional inaccuracies provided by AI. Overall, the research highlights that AI chatbots function as a valuable supplementary tool for independent English learning, contributing to improved learner engagement and self-regulated learning behaviors.