A NARRATIVE INQUIRY INTO ENGLISH MAJORS’ EXPERIENCES IN USING AI CHATBOTS AS CONVERSATIONAL PARTNERS

Abstract

"The rapid advancement of AI has transformed language learning, particularly in developing speaking proficiency. Traditional English learning methods often fail to foster fluency, pronunciation, and confidence due to limited practice and lack of real-time feedback. AI-powered chatbots provide an interactive, low-pressure environment for speaking practice, yet their effectiveness remains underexplored. This study investigates the perceptions and experiences of English major students at the School of Foreign Languages, Can Tho University, regarding the usefulness of AI chatbots in improving speaking fluency. It examines students' emotions, motivation, and challenges while proposing strategies for effective AI chatbot integration in English learning. Adopting a qualitative approach, this research follows a narrative inquiry, analyzing individual interviews with ten undergraduate English majors. Findings reveal that students perceive AI chatbots as beneficial for fluency, confidence, and pronunciation, offering real-time corrections, personalized feedback, and a judgment-free environment. However, limitations such as lack of contextual accuracy, restricted pronunciation diversity, and mechanical responses hinder their effectiveness in real-world communication. While some students appreciate AI-driven learning for grammar and vocabulary enhancement, others prefer human interaction for idea generation. The study concludes that AI chatbots serve as valuable supplementary tools rather than replacements for human communication. To enhance their effectiveness, students suggest improvements in contextual understanding, accent diversity, and interactive features that simulate natural conversations. These insights highlight the potential of AI chatbots in language learning while emphasizing the need for a balanced approach that integrates AI-driven practice with real-world speaking experiences. "