Student Engagement in English Language Learning with Artificial Intelligence (AI) Chatbot from Theory of Planned Behavior Perspective

Abstract

This qualitative study investigated student engagement in English language learning facilitated by Artificial Intelligence (AI) chatbots, utilizing the Theory of Planned Behavior (TPB) lens. Employing a narrative inquiry, this study explores the lived experiences and perceptions of 15 participants enrolled in a private higher education institution in Aceh, Indonesia. Data collection involved semi-structured interviews and focus group discussions to explore students’ attitudes, social influences, and perceived behavioral control. Thematic analysis was applied to analyze the data, revealing students’ attitudes towards AI chatbots influenced by perceptions of utility and social norms. Participants had to deal with both their personal views and things happening around them, like support from others or access to technology, as they used AI chatbots to help them learn English. This study emphasizes the importance of considering sociocultural contexts and user experience in the design and implementation of AI-driven educational tools. The findings support previous research highlighting the importance of user attitudes, social influences, and perceived control in shaping students' engagements with technology in educational contexts. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.

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