Using an AI Chatbot to Improve Iraqi EFL Students’ Engagement and English Proficiency

Abstract

With digital technologies reshaping language education, this study investigates the role of chatbot-assisted interaction in developing English speaking proficiency and engagement among Iraqi university learners. Using a mixed-methods design, the research combined pre- and post-intervention speaking assessments with student surveys to examine both linguistic outcomes and learner perceptions. Statistical analysis revealed significant gains in fluency and intonation, though improvements in pronunciation were less pronounced. Students reported that chatbot-mediated tasks increased their willingness to communicate and offered valuable opportunities for interactive practice beyond the classroom. These findings suggest that integrating chatbots into EFL instruction can enrich communicative learning environments and provide meaningful support for students in contexts where opportunities for authentic interaction are limited. Implications for language pedagogy, curriculum design, and the use of AI-driven tools in higher education are discussed.

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