The Role of Chatbots in Promoting Autonomous Learning among EFL Secondary School Pupils

Abstract

In the arena of foreign language learning, learner autonomy has long been recognized as a vital factor of success; however, strategies for boosting it in digital environments remain under researched especially at the secondary level. The present study explores the role of chatbots in fostering autonomous learning among third-year EFL secondary school pupils in Algeria. It aims to examine whether the use of chatbots contributes to the development of pupils’ self-directed learning practices. To achieve this objective, four research questions were set: (1) Are EFL secondary school pupils familiar with the use of chatbots to enhance their autonomy? (2) To what extent do chatbots enhance autonomy among EFL secondary school pupils? (3) What are pupils’ and teachers’ perceptions about the use of chatbots to promote pupils’ autonomous learning? (4) Is there a gap between pupils’ and teachers’ perceptions of chatbot use in fostering autonomous learning? In order to respond to these questions, two semi-structured questionnaires were administered to a sample of 64 pupils and 35 teachers, gathering their perceptions regarding the impact of chatbots use on learner autonomy. The findings provide insights into the extent to which chatbot technologies support independent learning in EFL contexts and highlight the similarities and discrepancies between pupils’ and teachers’ views. The study concludes by offering a set of recommendations for both pupils and teachers in order to clarify the concept of learner autonomy and encourage its practical implementation in the educational process