AI Chatbots to develop communicative competence in english
DOI:
https://doi.org/10.63688/k4s8wz32Keywords:
artificial intelligence chatbots, communicative competence, English language learning, speaking skills, EFLAbstract
This study aimed to analyze the use of artificial intelligence chatbots as educational tools for developing communicative competence in English language learning. An integrative literature review with a systematic search process was conducted following the PRISMA 2020 guidelines. The literature search was carried out in recognized academic databases and platforms, including Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis Online, ERIC, and Google Scholar. After applying the inclusion and exclusion criteria, 15 scientific studies were selected for analysis.
The findings showed that artificial intelligence chatbots support the development of communicative competence by providing opportunities for interaction, repeated oral practice, and autonomous learning. The reviewed studies reported benefits related to oral fluency, pronunciation, interactional competence, willingness to communicate, confidence, and reduced speaking anxiety. Positive effects were also identified in learner motivation, engagement, and perceived usefulness of these tools. However, limitations were observed regarding the quality of AI-generated responses, technological characteristics of the systems, and the need for appropriate pedagogical mediation.
It is concluded that artificial intelligence chatbots have significant potential to strengthen communicative competence in English. Nevertheless, their effectiveness depends on planned pedagogical integration, the design of meaningful communicative activities, and teacher guidance throughout the learning process.
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Copyright (c) 2026 Jaime Bienvenido Pincay Moreira, Gilson Vargas, Alison Vanessa Taco Andrade, Stefany Micheel Díaz Andrade, Paulina Maribel Chicaiza Chuncha (Autor/a)
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