Tommy Hastomo, Andini Septama Sari, Utami Widiati, Francisca Maria Ivone, Evynurul Laily Zen, Muhammad Fikri Nugraha Kholid
This study examines how Indonesian university students’ engagement with chatbots influences their English proficiency. While AI tools are increasingly used in language education, little research focuses on chatbot interaction dynamics. The research assesses behavioural (active use), cognitive (perceived value), and emotional (attitudinal) engagement across 150 non-English majors at four proficiency levels (A1–B2). Data from engagement surveys and proficiency tests were analysed using ANOVA, correlation, and regression. Results indicated that higher-proficiency students (B1/B2) engaged more intensely with chatbots than their lower-level peers. Behavioural and cognitive engagement strongly correlated with improved language skills, while emotional engagement showed no significant link. Regression analysis identified behavioural and cognitive engagement as key predictors of proficiency gains, suggesting that active interaction and perceived utility of chatbots drive language development. The findings underscore chatbots’ potential as effective language-learning aids. © 2025, University of Ljubljana Press. All rights reserved.
State University of Malang, Indonesia; Raden Intan State Islamic University, Lampung, Indonesia
