Educational Chatbots in Language Teaching and Learning at Malaysian Universities

Abstract

Artificial intelligence is reshaping higher education, and chatbots are increasingly explored as virtual assistants in language learning. In Malaysia, however, their pedagogical role remains underexamined. This study explores students’ perceptions of educational chatbots in Malaysian tertiary education. The aim was to investigate students’ knowledge, current usage, and expectations regarding chatbots for language learning. The objectives were: (i) to identify students’ awareness, (ii) to ascertain their applications for language practice, and (iii) to establish expectations for future integration. A quantitative survey was conducted with 101 students from universities in Klang Valley representing disciplines such as Teaching English as a Second Language (TESL), nursing, business, and engineering. The study is limited by reliance on self-reported responses and a sample drawn from selected institutions, which may affect generalisability. Results show that although there is a moderate level of familiarity with chatbots, there is little actual use of them for language learning. Nonetheless, students expressed a strong interest in chatbots to enhance grammar, pronunciation, and conversational practice. Implications suggest that structured integration of chatbots could foster learner autonomy, provide immediate feedback, and extend language practice beyond classroom boundaries.