Leveraging Multimodal GenAI Chatbots in EFL Learning: Learning Attitudes and User Experiences

This study investigated pre-service teachers' attitudes towards the use of Generative AI (GenAI) chatbots in an English Pronunciation course. Qualitative data were collected from six Chinese university students following a ten-week treatment period in which they interacted with a variety of GenAI chatbots. Results from the case study revealed positive changes in the participants' attitudes towards English learning. These changes included a shift from initially feeling apathetic to becoming more engaged and motivated by interacting with the GenAI chatbots due to the personalized and multimodal nature of the human-AI conversations. The study also highlighted the benefits of using GenAI chatbots in English as a Foreign Language (EFL) learning contexts to provide immediate and targeted feedback to EFL learners. Moreover, the participants self-reported improved learning outcomes and expressed a willingness to continue using GenAI tools in their future studies. However, some limitations were identified, including the need for more long-term and large-scale research, and the importance of addressing current limitations of GenAI tools in terms of accuracy and relevance of feedback in EFL learning. Overall, this study contributes to the growing body of research into the pedagogical applications of GenAI in the EFL classroom and highlights their potential to transform language learning experiences.