Effects of self-regulated vocabulary learning with chatbots on incidental and collocational vocabulary learning and foreign language learning boredom

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dc.contributor.authorJalambo, Mahmoud O.
dc.contributor.authorÇakmak, Fidel
dc.contributor.authorAkhter, Shamim
dc.date.accessioned2026-01-24T12:20:53Z
dc.date.available2026-01-24T12:20:53Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractRecent advances in artificial intelligence have introduced generative AI chatbots as a mediating tool for vocabulary learning. While self-regulated vocabulary learning strategies help to promote learner autonomy, maintaining motivation and reducing boredom remain challenges. This study investigated the effects of integrating generative AI chatbots into self-regulated vocabulary learning and on incidental vocabulary knowledge, receptive knowledge of collocations, and foreign language learning boredom. It also examines EFL learners’ attitudes toward using AI chatbots. Using a quasi-experimental design, 187 EFL learners were randomly grouped into a control group (CG) of 93 learners and an experimental group (EG) of 94 learners. Both groups completed pretests and posttests on vocabulary, collocations, and boredom. Over 18 sessions, the EG practiced self-regulated learning with AI chatbots, while the CG received traditional instruction without. AI tools. Interviews were conducted with 16 EG participants. Results showed that the EG outperformed the CG in vocabulary and collocation knowledge and reported lower levels of boredom. Interview data supported these findings, revealing increased learner autonomy, motivation, and reduced anxiety. Participants reported satisfaction with the chatbots’ interactive and personalized features, which encouraged learning beyond the classroom. These findings suggest that generative AI chatbots create engaging, personalized learning environments that promote self-regulated learning and improve vocabulary outcomes in EFL settings. © The Author(s) 2025.
dc.identifier.doi10.1007/s44217-025-00977-7
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105022467285
dc.identifier.scopusqualityQ4
dc.identifier.urihttps://doi.org/10.1007/s44217-025-00977-7
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4665
dc.identifier.volume4
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherDiscover
dc.relation.ispartofDiscover Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260121
dc.subjectForeign language boredom
dc.subjectGenerative AI chatbots
dc.subjectIncidental vocabulary learning
dc.subjectReceptive knowledge of collocations
dc.subjectSelf-Regulated learning
dc.titleEffects of self-regulated vocabulary learning with chatbots on incidental and collocational vocabulary learning and foreign language learning boredom
dc.typeArticle

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