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Gavin Bui

The Hang Seng University of Hong Kong, Shatin, Hong Kong SAR, China

 

Abstract

This research explores the dynamics in perceptions of L2 English learners in task-based speaking interactions with human interlocutors in comparison to AI (chatbot “Doubao”) communication partners over seven weeks. Findings from three rounds of interviews indicated enthusiastic initial adoption of the AI talk pal, driven by its ability to stimulate output, its ease of access, and its lower affective barriers to communication. However, with continued use, their fervent zeal had cooled to being “lukewarm” and finally “cool” due to AI’s lack of social presence, speech prosody, responsive interaction, and appropriate feedback, whereas interaction with real communication partners was consistently preferred for their authentic nature. In light of AI’s limitation, learners adapted to develop prompt literacy which enabled them to deliberately employ AI for particularised tasks, such as increasing fluency and acquiring vocabulary. Based on the findings, a dynamic model for AI acceptance in L2 task interaction is proposed to advance our understanding of the role of AI in taskbased learning and teaching. It suggests that a hybrid pedagogy, which sequences AI and human interaction to leverage their complementary strengths, is essential for effective task-based language learning.

 

Keywords

Task-based language teaching and learning, L2 interaction, AI chatbot, AI-assisted interaction, Learner perception of AI, AI literacy