Student Interactions with Educational AI Chatbots in Language for Specific Purposes: Insights from Usage and Perspectives

Abstract

This study investigates the use of an educational AI chatbot in a Business English course for 142 students at a South German university. By analysing student interactions, four categories of chatbot use were identified: requesting examples, seeking structural guidance, asking for feedback, and requests for grading. Survey results from 73 students indicate high usability and trust in the chatbot, with most students finding it effective in improving their writing skills. However, while the chatbot aided language refinement, concerns arise about some students’ focus on surface-level corrections rather than deeper conceptual improvements, highlighting the need for strategies that encourage more substantive engagement with the tool.