Exploring efl students’ perspectives on the use of ai chatbots in language education

Abstract

AI-based chatbots have become integrated tools in our personal, professional, and academic lives. Within this context, this study examines how Bangladeshi EFL students perceive and experience the use of chatbots such as ChatGPT, DeepSeek, Co-pilot, Gemini, Google Bard, etc., in English language teaching and learning. A total of 120 students from the Department of English at a private university in Bangladesh participated in this research. Using a quantitative research design, data were collected through a structured survey questionnaire containing 25 items, divided in three categories. The questionnaire aimed to collect students' attitudes toward the usage of chatbots in language education, chatbots’ effectiveness in English Language Teaching (ELT), and their concerns toward chatbot usage in general. Responses were analyzed with descriptive statistics using SPSS software. The findings show that students generally have a positive view of integrating chatbots into English language education. Most EFL students find chatbots’ benefits in improving language learning, especially in vocabulary building, grammar, essay writing, and personalized learning. However, many students were uncertain about chatbots’ ability to enhance other language skills like listening and speaking skills. Interestingly, these students also show concerns about ethical issues such as plagiarism, over-dependence, and the accuracy of content generated by chatbots. The paper concludes with several recommendations on how to include chatbots effectively and ethically into English language teaching and learning practices.