Fossilisation and technology: exploring ways of addressing erroneous language acquisition via computer-assisted tools and artificial intelligence for Greek adult learners of English as a Foreign Language

Abstract

Fossilisation is among the most frequent issues appearing in Second Language Acquisition (SLA) studies. It is a phenomenon that is responsible for the emergence of common language mistakes even in advanced learners. Research has shown that there are many challenges in the attempt of researchers to properly define the phenomenon, though it cannot be considered as fully untreatable. On the contrary, it is suggested that, under certain circumstances, fossilised patterns can be treated and may not reappear in the learners’ linguistic output. Using technology in language learning has enough benefits, according to studies.

As such, a combination of Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL) could provide learners with interesting activities and accurate input that could assist with their overcoming of fossilised patterns. Instead of focusing exclusively on more traditional CALL and MALL technologies, the use of Artificial Intelligence (AI) chatbots was encouraged for the development of the study, due to the continuous development of AI technologies and their use in various educational-related studies. The effectiveness of AI chatbots is still evaluated in studies, and it is an area that has not been considered for research within the Greek English as a Foreign Language (EFL) setting.

This study aimed to investigate effectiveness of the AI chatbots in addressing the number of mistakes and errors Greek adult learners of English can produce. In order to do this, the study used mixed methods and tasks that were completed using the participants’ computers and a chatbot of their choice. Thirty-four participants were recruited for the purpose of this study, and provided data that was collected through the use of homework tasks, an AI chatbot task, questionnaires, and interviews.

The results showed that participants in both groups managed to produce more accurate language while working with the chatbot, and after noticing the input produced by the chatbot, they managed to almost completely avoid making mistakes in their written English. The participants also expressed a favourable attitude towards the use of artificial intelligence technology in language learning, understanding that it can be a useful tool in language learning, though it should still be used alongside the human factor (teachers). The findings of this study can encourage teachers and EFL material providers to encourage the use of AI technologies in order to enhance individual learning, as well as develop materials that will be enforcing the use of AI applications in language learning. The study has also managed to provide a clearer image of the types of errors Greek adult learners of English usually produce, a fact that could help teachers and material designers to focus on certain areas while creating learning materials. Finally, the study also recommends a series of longitudinal research projects that will test the effectiveness of AI applications in different stages, and for longer periods of time.