| Title: |
Improving English Semantic Learning Outcomes through AI Chatbot-Based ARCS Approach |
| Language: |
English |
| Authors: |
Mei-Rong Alice Chen (ORCID 0000-0003-2722-0401) |
| Source: |
Interactive Learning Environments. 2025 33(6):3909-3924. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Semantics; English (Second Language); Second Language Learning; Synchronous Communication; Artificial Intelligence; Majors (Students); Undergraduate Students; Models; Academic Achievement; Teaching Methods; Anxiety; Student Motivation; Educational Technology; Learning Management Systems; Private Colleges; Foreign Countries; Second Language Instruction; Self Efficacy |
| DOI: |
10.1080/10494820.2025.2454443 |
| ISSN: |
1049-4820; 1744-5191 |
| Abstract: |
Comprehending abstract ideas in English semantics courses challenges English as a Foreign Language (EFL) learners. Teacher-centered methods fail to engage learners, decreasing motivation and contextual understanding. While the ARCS (Attention, Relevance, Confidence, Satisfaction) model emphasizes motivation, the conventional ARCS (C-ARCS) approach lacks interactivity. To address these limitations, this study proposed an AI chatbot-based ARCS (AIC-ARCS) approach to enhance interaction in English semantics learning. The AIC-ARCS approach integrates annotation and learner explanations of semantic concepts to an AI chatbot. A pre-test-post-test quasi-experimental design evaluated this approach. Fifty English-major undergraduates participated: twenty-five students used the AIC-ARCS approach, while twenty-five employed C-ARCS with peer discussions. Results showed the AIC-ARCS approach significantly improved semantic achievement and self-efficacy while reducing learning anxiety compared to C-ARCS. These findings suggest AI chatbots in ARCS-based frameworks create more engaging learning environments. This study highlights the potential of AI chatbot-enhanced pedagogies in transforming EFL instruction, particularly in English semantics. Future research should explore broader applications of AI chatbots and their long-term impact on learning. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1501717 |
| Database: |
ERIC |