Speakers
Description
This research aims to explore students’ perceptions of using AI chatbots to increase their willingness to communicate in EFL speaking classes at a private university in Yogyakarta. In these classes, many students demonstrate low confidence and hesitation in using English during classroom interactions, resulting in passive participation in speaking activities. Furthermore, limited academic discussions have explored the integration of various AI chatbots to enhance students’ willingness to communicate in Indonesian EFL speaking classrooms context. To respond to these challenges, this study investigates how AI chatbots can serve as an encouraging digital learning platform. This study implements multiple AI chatbots, namely Microsoft Copilot, Google Gemini, and ChatGPT to improve second-semester students’ willingness to communicate and to facilitate a more engaging learning environment. The integration of AI chatbots also enables students to practice speaking on various topics and receive real-time AI feedback during speaking activities. Employing a qualitative approach, this study collects data from students’ reflections, questionnaires, classroom observations, and interviews to examine their experiences and perceptions of using AI chatbots in speaking classes. Grounded in MacIntyre’s (2001) Willingness to Communicate theory, the findings are expected to reveal that the integration of AI chatbots can improve students’ motivation, confidence, and willingness to communicate in English, while also increasing their speaking skills. Furthermore, this study contributes to scholarly discussion on AI-assisted language learning in EFL speaking classes by demonstrating the potential of AI chatbots to create more interactive and student-centred learning environments.
Biography
Daniel Ari Widhiatama earned his bachelor degree on English Language Education in 2011 from Sanata Dharma University Yogyakarta. He holds Master Degree that he earned from English Language Studies of Sanata Dharma University. He is currently teaching at Mercu Buana University Yogyakarta. His research interests are on Assessment on Language Teaching and Learning, Technology Enhanced Language Learning, Feedback in Language Learning, Teachers Professional Development, and English for Specific Purposes (ESP). Currently, he is working on research in the implementation of Curipod to enhance students' engagement in literature classes.
Catharina Brameswari is a lecturer at Universitas Sanata Dharma, Yogyakarta, Indonesia. She teaches literature courses with a focus on Digital Literature and Technology, Postcolonialism, Asian-American Studies, and Culture and Identity. Currently, she is conducting research on children’s digital short stories taken from Let’s Read platform to illustrate how children’s digital literary works functions as the liminal space to negotiate the cultural knowledge and local food identities as well as dismantle the role of children’s digital stories as effective tools to reshape children’s perspectives and promote Indonesian traditional foods.
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