Integrating Chatbots in Educational Administration for Improved Language Learning Outcomes

Abstract

Purpose: The present study investigates the incorporation of artificial intelligence (AI) chatbots in the field of educational administration with the aim of improving language learning achievements among university students in Jiangsu Province, China. The objective of this study is to examine the correlations between students' understanding of AI chatbots, their engagement in using these technologies, their level of technological competence, and their achievements in language learning. Through an analysis of these interrelationships, the research aims to offer significant perspectives on the intricate dynamics associated with harnessing artificial intelligence technology for the purpose of improving education. Design / methodology / approach: The research study selected a total of 292 university students from Jiangsu province and applied Partial Least Squares Structural Equation Modelling (PLS-SEM) for the purpose of data analysis. The data of the participants were obtained via personal contacts and references over a period of two months for data collection purposes. Analysis: The study employed a comprehensive analytical approach, taking into account both mediation and moderation effects within the given theoretical framework. This study investigated the direct influence of students' knowledge of AI-chatbots on language learning outcomes, as well as the potential mediating effect of chatbot practise. Furthermore, an examination was conducted to evaluate the moderating influence of technological proficiency on this association. Findings: The results demonstrate noteworthy associations among the factors examined in the study. The study revealed a significant correlation between students' understanding of AI-chatbots and their language learning achievements, with practical involvement acting as a mediator in this relationship. Furthermore, the role of technological proficiency was found to be a significant moderator in influencing the link between knowledge and results. Practical Implications: The study provides valuable information for educators, institutions, and politicians who are interested in improving language learning outcomes. The statement highlights the capabilities of AI-chatbots, emphasises the significance of hands-on involvement, and advocates for tailored technology education. The consequences of the study have a worldwide reach that goes beyond the specific situation of Jiangsu province. Originality/Value: The present study is a valuable contribution to the existing theoretical framework of social cognitive processes in the field of education. Moreover, it enhances the comprehension of mediation and moderation dynamics by introducing additional complexity to this area of research. This statement highlights the dynamic nature of technology's involvement in education, providing a basis for further investigation into the educational consequences of artificial intelligence technologies.