# Using Chatbots as AI Conversational Partners in Language Learning
## 6 Conclusions and Implications  
The use of AI in language learning is on the rise and chatbots are a good example. In this mixed-method research about the knowledge, level of satisfaction and perceptions concerning chatbot integration among future educators, three main conclusions and implications can be drawn. First, they have a low knowledge about modern chatbots which is mostly limited to the use of some Intelligent Personal Assistants (IPAs) and little experience in some areas like e-commerce. Consequently, there is a gap between language teacher candidates' preparation and recent advances in the application of AI to language learning which needs to be addressed with better training in the EFL curriculum. Future educators need to be well informed about the different types of chatbots as well as their benefits and limitations in language learning. Secondly, both linguistic and technological features need to be considered for the successful integration of conversational agents as evidenced by the results of the ad hoc model (CHISM). Lexical richness and semantic coherence were important factors but other less often cited aspects in modern research played a major role, i.e., chatbot adaptivity to changing conditions and personalization. This partly confirms previous results that automated agents need to adapt their language to the proficiency level of their interlocutors [21] but future chatbots need also to be highly adaptive in terms of design and multimedia features. The quantitative analysis demonstrated that gender and educational setting had no effect on participants' satisfaction with the linguistic level of the conversational partners but the qualitative findings unveiled some gender-based differences regarding customizing options and topics of interaction. Female participants were more attentive to the use of inclusive design and language, and more assertive about gender stereotyping. Data storage and privacy also became a key issue for teacher candidates, with the implication that privacy needs to be carefully considered if chatbots are to be used among young language learners. Thirdly, the TAM2 results demonstrated positive outcomes in perceived usefulness, easiness and attitudes toward chatbot integration but a moderate interest in using them in the near future. Human to human communication is prioritized among future educators although they are willing to learn more about this breakthrough technology. Multimedia content, gamification and use of non-verbal language could become key factors for learners' satisfaction as indicated by the teacher candidates. EFL students may not be willing just to chat with a bot, they will also expect to interact with a comprehensive partner that can converse, entertain and provide any supplemental information whenever it is required. Customized interaction, multimodal communication and integration with social media and other emerging technologies will also become essential features for chatbot success. Finally, two main areas of improvement for its adoption in language learning are pragmatics and R&S technologies. There has been some recent progress but the shortcomings are clearly perceived as limitations among teacher candidates. On the one hand, contextual meaning and use of humor are essential aspects for user satisfaction. On the other hand, speech technologies (R&S) are the basis for successful human-like communication between a bot and a person. In this experiment, teacher candidates preferred text-based over voice-enabled interaction with the chatbots when they sounded too robotic and unnatural, which is consistent with previous results [22]. This research has some limitations, a longitudinal study may be useful to better determine participants' perceptions and level of satisfaction after a longer period of interaction. Moreover, applying the ad hoc model used in this research (CHISM) to other educational contexts and with different conversational AI is necessary to compare the results with those presented in this study.