Educational Chatbots in Language Teaching and Learning at Malaysian Universities

Abstract

The integration of artificial intelligence (AI) in higher education has expanded the potential for technology-enhanced learning, particularly through the use of chatbots as virtual assistants. In Malaysia, where tertiary education is increasingly digitalised, exploring how chatbots can support language teaching and learning is both timely and significant. Their potential to provide personalised, instant, and interactive learning experiences highlights the importance of examining students’ readiness and perceptions. This study aims to investigate students’ awareness, usage, and expectations of chatbots for language learning in Malaysian universities. The objectives are threefold: (i) to identify students’ familiarity with chatbots, (ii) to determine how chatbots are currently used to support language practice, and (iii) to establish students’ expectations for integrating chatbots into language education. A quantitative survey was conducted with a sample of 101 students from multiple institutions in the Klang Valley. Respondents represented diverse academic disciplines such as Teaching English as a Second Language (TESL), nursing, business, engineering, and applied sciences, providing a broad perspective of chatbot adoption across fields. Limitations of the study include its reliance on self-reported data, which may not fully reflect actual usage behaviours, and the concentration of participants within selected institutions, which may limit generalisability to the wider Malaysian higher education context. Findings reveal that while many students are aware of chatbots and their functions, practical use for language learning is relatively limited. Nonetheless, respondents demonstrated strong interest in adopting chatbots for improving pronunciation, grammar, vocabulary, and conversational practice. Students also expressed hope that lecturers will integrate chatbots into language teaching. The implications of this study suggest that chatbots have strong potential as complementary tools in language education. Their structured adoption could enhance learner autonomy, provide immediate feedback, and extend learning beyond the classroom. Moreover, by aligning chatbot applications with curriculum design, Malaysian universities can foster a more innovative, technology-driven, and student-centred pedagogy that better prepares learners for the demands of a digital future.