The Use of Chatbots in EFL Classroom: Literature Review
DOI:
https://doi.org/10.18041/2745-1453/rac.5.13981Keywords:
English as a foreign language (EFL), Artificial Intelligence (AI), chatbots, pedagogical applications, language learning outcomes, benefits and limitationsAbstract
This article presents a literature review on the implementation of artificial intelligence (AI) in higher education, focusing on the use of chatbots in teaching English as a Foreign Language (EFL). Despite persistently low levels of English proficiency in Colombia, which underscore the need for innovative pedagogical strategies, the use of AI- based tools such as chatbots in EFL classrooms remains underexplored in this context. This study aims to provide a scoping review of the existing literature on chatbot use in EFL classrooms, with particular emphasis on pedagogical applications and language learning outcomes, in order to inform future educational practices. A scoping review was conducted using an iterative approach to map the existing body of literature on this topic. The findings highlight the potential benefits of AI in EFL education, including increased student motivation, reduced anxiety associated with language learning, and improved conversational English skills through interactive and hands-on experience. The review also emphasizes the importance of developing ethical frameworks and institutional policies to guide their implementation of these technologies, as well as providing adequate training for educators to overcome the limitations that exist in the educational process. Finally, the study points out that in context such as Colombia, the implementation of chatbots faces technological and infrastructural challenges. Therefore, it is crucial for educators to adapt and develop effective strategies to integrate these tools into the classroom, maximising their benefits despite existing limitations.
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