AI chatbot-assisted English learning and willingness to communicate: A narrative meta-synthesis of evidence from Asian English as a foreign language contexts

Abstract

The growing integration of artificial intelligence (AI) chatbots in English language learning has sparked increasing interest in their potential to enhance learners’ willingness to communicate (WTC) in English. Nonetheless, comprehensive syntheses of their impact remain limited. This study presents a narrative meta-synthesis of empirical evidence on AI chatbot-assisted English learning in the Asian English as a Foreign Language (EFL) context, including Iran, South Korea, Taiwan, China, Saudi Arabia, Egypt, Thailand, and Vietnam. A systematic search of prominent databases (Scopus, Web of Science, EBSCO, and Google Scholar) yielded pertinent studies, which were thematically analyzed to synthesize quantitative and qualitative results. The synthesis reveals that regular chatbot interaction enhances WTC, communicative confidence, and motivation by reducing speaking anxiety and providing adaptive, nonjudgmental feedback. Learners reported increased fluency and engagement when using AI chatbots such as Google Assistant, Alexa, and ChatGPT, although technological limitations and limited conversational depth occasionally hindered sustained interaction. Although most studies show moderate to strong short-term effects, evidence on long-term transfer to real-world communication remains scarce. Overall, the findings emphasize AI chatbots as valuable mediators of communicative readiness and confidence among Asian EFL learners, while emphasizing the necessity of longitudinal and context-sensitive research to refine their pedagogical application.