Effectiveness of Using AI and Chatbots in Learning English Among Secondary

School Students in the Gombak District.

Abstract

The integration of Artificial Intelligence (AI) and chatbots in education has gained significant

attention as digital technologies continue to reshape teaching and learning practices. This study

investigates the effectiveness of using AI and chatbots in learning English among secondary school

students in the Gombak district. Specifically, the research examines how AI-driven tools enhance

student engagement, language proficiency, and autonomous learning. A quantitative approach will

be employed, utilizing surveys and with students to assess perceptions, challenges, and benefits

associated with AI-assisted learning. The study aims to evaluate whether AI-powered tools

improve student interest, participation, and confidence in using English. The findings will offer

insights into how AI can be effectively incorporated into ESL classrooms for better language

learning outcomes.
 CHAPTER 1

INTRODUCTION

An Introductory chapter in this paper will describe brief information of the Project in terms of the

background of this study, Problem statement, objectives and project scope.

1.1 Background of the study

The rapid advancement of digital technologies has significantly influenced various sectors, with

education being no exception. In recent years, Artificial Intelligence (AI) has emerged as a

powerful tool in enhancing teaching and learning experiences, particularly in language acquisition.

One of the promising AI applications is the use of chatbots, which facilitate interactive and

personalized learning experiences. Chatbots, as AI-driven tools, can offer instant feedback, engage

students in real-time communication, and provide individualized learning opportunities that cater

to diverse needs.

In the context of English as a Second Language (ESL) teaching, the integration of AI and chatbots

presents a unique opportunity to overcome traditional challenges such as limited teacher-student

interaction, lack of personalized instruction, and the need for continuous practice outside the

classroom. The Gombak district, a diverse area with various educational institutions, is an ideal

setting to explore the potential of AI-driven tools in enhancing English language learning among

secondary school students.

Previous research has highlighted the positive impact of AI technologies on student engagement,

motivation, and proficiency in language learning, but there is still a need for in-depth studies

focusing on the real-world application of these tools within secondary schools in Malaysia. While
AI tools like chatbots have demonstrated success in higher education settings, their use in

secondary school ESL classrooms remains underexplored. This study aims to fill this gap by

evaluating the effectiveness of AI and chatbots in improving student interest, participation, and

confidence in using English, with a focus on their implementation in secondary schools in the

Gombak district.

The findings of this study will contribute to the growing body of knowledge on the role of AI in

language education and provide valuable insights for educators looking to integrate AI-based

strategies in their teaching practices.

1.2 Problem statement

The integration of Artificial Intelligence (AI) and chatbots in education has the potential to

revolutionize language learning, yet their implementation in secondary school ESL classrooms

remains underexplored, particularly in Malaysia. In the Gombak district, many secondary school

students face challenges in engaging with the English language due to limited opportunities for

practice, feedback, and individualized instruction. AI-driven tools, such as chatbots, offer the

potential to address these challenges by providing instant feedback, interactive learning

experiences, and personalized language practice. However, the effectiveness of these tools in

improving student engagement, language proficiency, and confidence remains unclear.

While AI technologies are increasingly used in educational settings, there is limited research

focusing on their impact on student experiences in ESL learning. Furthermore, teachers may lack

the resources or knowledge to effectively integrate these technologies into their teaching practices.

Therefore, it is crucial to explore the perceptions and experiences of students using AI and chatbots
in their English learning process to evaluate their effectiveness and identify the benefits and

challenges.

This study seeks to understand the impact of AI and chatbots on student engagement, participation,

and confidence in using English in secondary schools in the Gombak district. By focusing on

students' perspectives, this research aims to provide insights into how AI tools can be leveraged to

enhance ESL learning outcomes and inform future teaching strategies.

Research Questions

1. How do secondary school students in the Gombak district perceive the use of AI and

chatbots in enhancing their English language learning experience?

2. What is the impact of AI-powered tools, such as chatbots, on student engagement,

participation, and confidence in using English in secondary schools in the Gombak district?

3. How do secondary school students in the Gombak district perceive the role of AI and

chatbots in supporting their autonomous language learning and practice outside the

classroom?

1.3 Research Objectives

1. To explore the perceptions of secondary school students in the Gombak district regarding

the use of AI and chatbots in enhancing their English language learning experience.

2. To assess the impact of AI-powered tools, such as chatbots, on student engagement,

participation, and confidence in using English in secondary school settings.

 3. To examine how secondary school students in the Gombak district perceive the role of AI

and chatbots in supporting their autonomous language learning and practice outside the

classroom.

4. To identify the benefits and challenges faced by students when using AI and chatbots as

part of their English language learning process.

Scope of study

This study will focus on secondary school students in the Gombak district, Malaysia, who are

learning English as a second language (ESL). The research will specifically explore the use of

Artificial Intelligence (AI) and chatbots as tools to enhance English language learning. The study

will be limited to students in secondary schools who have used or are currently using AI-powered

tools, such as chatbots, as part of their learning experience.

The scope of this study includes:

1. Target Population: Secondary school students in the Gombak district who are enrolled in

ESL and have access to AI and chatbot technologies for language learning.

2. Research Focus: The study will examine students' perceptions, experiences, and the

impact of AI and chatbots on their engagement, participation, confidence, and autonomous

language learning. It will not address teachers' perceptions or the integration of these tools

in the curriculum.

3. Geographical Limitations: The study will be conducted within secondary schools located

in the Gombak district of Malaysia. It will not be generalized to other regions or countries.
4. Time Frame: The research will be conducted during the first four months (January till

April) academic year 2025, focusing on the students' experiences and interactions with AI-

powered tools during this period.

 CHAPTER 2

LITERATURE REVIEW

2.1 The role of AI and chatbots in education

AI and chatbots have been progressively integrated into ESL education worldwide as tools that

enhance student engagement, language proficiency, and overall learning experiences. Studies

indicate that AI-powered chatbots provide valuable homework and study assistance by offering

detailed feedback on assignments, guiding students through complex problems, and providing

step-by-step solutions (Labadze, Grigolia, & Machaidze, 2025). Chen, L., Chen, P., & Lin, Z.

(2020) provided an overview of the current state of AI in education and its potential benefits,

including personalized learning, increased accessibility, and improved efficiency. The authors also

discussed some ethical challenges associated with the adoption of AI in education. Zhang and

Aslan (2021) made a comprehensive review of AI in education and its potential benefits, including

improved student engagement and motivation, enhanced assessment and feedback, and increased

efficiency and cost-effectiveness. Korda, D. R., Dapaah, E. O., & Akolgo, E. A. (2025) highlighted

that AI chatbots offer instant assistance, personalized learning experiences, and continuous

feedback, thus empowering students in their academic journey. They provide immediate responses

to student queries, assist in time management, offer tailored learning experiences, and serve as

virtual tutors in various subjects.

2.2 Chatbots in language learning

Chatbots were a worthwhile tool in language learning, which overcame the challenges faced since

COVID-19, which had caused disruption in learning at higher education institutions (Annamalai

et al., 2023). The chatbot was beneficial for students to continue learning without face-to-face
interactions. Haristiani (2019) highlighted that chatbots have high potential to be used as a

language learning medium, both as a tutor for practicing language and as an independent learning

tool. Moreover, research results revealed that language learners are interested in using chatbots

because they can be used anytime and anywhere, and they are more confident in learning languages

using chatbots than when dealing directly with human tutors.

2.3 The effectiveness of AI and chatbots in improving language proficiency

The development and implementation of an AI dialogue system in EFL is still in its infancy stage

(Zhai & Wibowo, Year). Dikaprio and Diem highlighted that Talkpal.ai is effective in providing a

personalized and interactive learning experience, contributing to the enhancement of speaking

skills. This study underscores the significant potential of AI technology in higher education,

particularly in language learning (Dikaprio & Diem, Year). With the preliminary results, the

students benefit greatly from a new learning experience with the use of AI chatbots in teaching.

Most of them perceived AI chatbot tools as an essential part of their learning process. The AI

chatbot also generates excitement and fun for their learning (Nghi, Phuc, & Thang, 2019).

2.4 Autonomous learning and AI

It can be seen that the proportion of students who like to use artificial intelligence technology to

learn independently is about 70%, while those who prefer to study with textbooks make up about

30%. The experimental results show that the learning system built by artificial intelligence

technology has improved people's autonomous learning ability (Zhang, 2022). Digital efficacy

strongly affects the willingness for autonomous learning. Therefore, higher education institutions

should promote AI technology, enhance students' expectation-confirmation levels, and emphasize

positive emotional experiences during AI use. Adopting a "human–machine symbiosis" model can
foster active learning, personalized learning pathways, and the development of students' digital

efficacy and innovation capabilities (Wang & Li, 2024).

2.5 Benefits of AI and chatbots in ESL.

The findings reveal that AI-driven technology and chatbots offer numerous benefits, such as

individualized feedback, adaptive learning pathways, and authentic language interactions.

Moreover, they promote learners' motivation, active participation, and self-directed learning

(AbuSahyon, Alzyoud, Alshorman, & Al-Absi, Year). The benefits of utilizing AI in TEFL are

evolutionary and revolutionary changes in teaching methods, personalized learning environments,

better management, and more accessible education (Duong & Chen, 2025).

2.6 Student’s perception about AI and chatbots in ESL learning.

Differences in chatbot usage were observed between the two proficiency levels at various writing

stages, despite similarities in their focus on specific writing aspects. Lower-level learners

predominantly utilized the chatbot during the Planning stage to generate vocabulary and

brainstorm ideas, while higher-level learners mainly used it during the Translating stage to

elaborate on ideas and refine their language for diverse and coherent expression. The chatbot

significantly enhanced writing performance across all aspects: content, organization, vocabulary,

language use, and mechanics, for both levels. Students perceived it as a useful and easy-to-use tool

(Gusman, Gide, El Khodr, & Chaudhry, 2024). Depending on the learner, the chatbot affordances

were perceived differently; thus, each affordance acted as either an opportunity or a constraint for

English language learning. In addition, this study specifically discussed how these chatbot

affordances might have affected psychological states in language learners (Jeon, 2022).

2.7 The impact of AI and chatbots on vocabulary acquisition.

A significant majority of students experienced substantial improvements in their vocabulary range,

syntactic variety, and writing quality when using these AI chatbots. They also unanimously

reported AI chatbots had a major positive impact on their language proficiency, particularly in the

areas of vocabulary and grammar used in writing (Waziana, Andewi, Hastomo, & Hasbi, 2023).

Employing an AI Chatbot based on LLMs significantly aids students in acquiring both receptive

and productive vocabulary knowledge during their second language learning journey. Notably,

chatbots contribute to the long-term retention of productive vocabulary and facilitate incidental

vocabulary learning (Zhang & Huang, 2024).

 CHAPTER 3

METHODOLOGY

3.1 Research Design

This study adopts a quantitative research design to examine the effectiveness of AI and chatbots

in English language learning among secondary school students in the Gombak district. A survey-

based approach will be used to gather students' perceptions, experiences, and the impact of AI-

powered tools on their engagement, participation, confidence, and autonomous learning. This

design allows for systematic data collection and analysis, enabling the study to identify patterns

and trends in students’ experiences with AI-based language learning tools.

3.2 Population and Sample

The target population for this study consists of secondary school students in the Gombak district

who are learning English as a second language (ESL). The sample will include students who

have access to and experience using AI-powered tools such as chatbots in their English language

learning. A stratified random sampling method will be used to ensure a diverse representation of

students from different schools, academic performance levels, and English proficiency

backgrounds. The study aims to include a minimum of 50 participants to ensure statistical

reliability.

3.3 Research Instruments

A structured questionnaire will be used as the primary data collection instrument. The

questionnaire will be designed to assess students' perceptions, engagement, participation,

confidence, and autonomous learning using AI and chatbots. It will include both closed-ended
and Likert-scale questions to quantify responses effectively. The questionnaire will consist of the

following sections:

• Demographic Information: Age, gender, school, English proficiency level.

• Usage of AI and Chatbots: Frequency and purpose of AI tool usage.

• Perceived Effectiveness: Impact on engagement, participation, confidence, and language

proficiency.

• Autonomous Learning: Students' ability to practice English independently using AI tools.

• Challenges and Benefits: Students' perspectives on the advantages and difficulties of

using AI in language learning.

3.4 Data Collection Procedure

Data will be collected through online and in-person surveys administered to selected secondary

school students in the Gombak district. The survey link will be distributed via school

administrators and teachers, ensuring accessibility to the targeted students. Informed consent will

be obtained from participants and their guardians before participation. The data collection period

will span four months, from January to April 2025.

3.5 Data Analysis

The collected data will be analyzed using Statistical Package for the Social Sciences (SPSS)

software. Descriptive statistics such as frequency distributions, mean scores, and standard

deviations will be used to summarize the data. Inferential statistics, including t-tests and

ANOVA, will be employed to assess differences in students' perceptions and experiences based
on demographic factors. Correlation analysis will be conducted to determine relationships

between AI tool usage and language learning outcomes.

3.6 Validity and Reliability

To ensure the validity of the questionnaire, a panel of ESL educators and AI experts will review

the instrument for content accuracy and relevance. A pilot study with 15 students will be

conducted to test the reliability of the questionnaire, and Cronbach’s alpha coefficient will be

calculated to measure internal consistency. Any necessary modifications will be made based on

the pilot study results to enhance the clarity and effectiveness of the survey.

3.7 Ethical Considerations

Ethical guidelines will be strictly followed throughout the research process. Approval will be

obtained from the relevant educational authorities and school administrations before data

collection. Informed consent will be acquired from both students and their parents or guardians.

Participants will be assured of confidentiality and anonymity, and they will have the right to

withdraw from the study at any time without consequences. The data will be securely stored and

used solely for research purposes.

3.8 Limitations of the Study

While this study aims to provide valuable insights into the effectiveness of AI and chatbots in

ESL learning, certain limitations may arise:

The study is limited to secondary schools in the Gombak district and may not be generalizable to

other regions. Self-reported data through surveys may introduce response bias.

The research does not account for long-term language learning progress beyond the study period.

Despite these limitations, the study will provide important empirical data on the role of AI-

powered tools in enhancing English language learning among secondary school students.
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