Enhancing Collaborative Learning Practices via Chatbots: Insights from an EFL context

Ferit Kılıçkaya and Joanna Kic-Drgas

SAGE Open, 2025, vol. 15, issue 3, 21582440251369189

Abstract: The study explores the role of AI-driven chatbots in fostering collaborative learning among English as a Foreign Language (EFL) teachers. By examining the experiences of 25 pre-service EFL teachers who used a chatbot as part of their teacher training, the study investigates how the tool supports peer interactions, enhances collaborative learning, and addresses challenges related to group work and knowledge sharing. Through semi-structured interviews and chatbot interaction logs, the qualitative analysis identified key contributions of the chatbot. Participants reported that the chatbot facilitated peer collaboration by generating discussion prompts, supporting collective tasks, and encouraging shared learning. Additionally, the chatbot promoted accountability by tracking progress and enhancing communication, particularly for participants who found face-to-face collaboration challenging. Despite these benefits, participants highlighted challenges such as occasional inaccuracies in chatbot responses, a lack of personalized suggestions, and concerns about data privacy. The findings emphasize the potential of chatbots to transform collaborative learning environments when integrated thoughtfully into the curriculum, with improvements needed in tailoring responses and ensuring data security. This study provides concrete evidence of the chatbot’s capacity to enhance teamwork, task management, and communication among future teachers, offering valuable insights for implementing AI tools in teacher training programs.

Keywords: Chatbots; collaborative learning; EFL teacher education; AI in education; pre-service teachers; peer collaboration (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251369189

DOI: 10.1177/21582440251369189

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