# Using Chatbots as AI Conversational Partners in Language Learning
## 5 Results and Discussion
\begin{table}
\begin{tabular}{c c c c c c} \hline
**TAM2** & \(n=176\) & \(\alpha=0.914\) & **Spanish (\(n=115\))** & \multicolumn{3}{c}{**Polish (\(n=61\))**} \\ \hline \multicolumn{5}{c}{Items and Dimensions} & M & SD & M & SD \\ \hline
1. (PEU) I find chatbots easy to use & 3.9 & 0.928 & 4.3 & 0.593 \\
2. (PEU) Learning how to use chatbots is easy for me & 3.9 & 0.858 & 4.3 & 0.606 \\
3. (PEU) It is easy to become skillful at using chatbots in & 3.5 & 0.926 & 3.4 & 0.788 \\
4. (PEU) I find chatbots in language learning to be flexible to interact with & 3.4 & 0.941 & 3.4 & 0.901 \\
5. (PEU) The interaction with chatbots in language learning is clear and understandable & 3.3 & 0.891 & 3.2 & 0.998 \\ \hline
6. (PU) Using chatbots in language learning would increase the students’ learning performance & 3.4 & 1.018 & 3.4 & 0.848 \\
7. (PU) Using chatbots in language learning would increase & 3.2 & 1.013 & 3.2 & 0.963 \\ academic productivity & 3.4 & 1.050 & 3.7 & 0.830 \\
8. (PU) Using chatbots would make language learning easier & 3.9 & 0.918 & 4.2 & 0.609 \\
9. (PU) Using chatbots in language learning is useful for context-based interactions as in real life & 3.4 & 1.092 & 3.7 & 1.054 \\
11. (PU) Chatbots enable students to learn more quickly in language learning & 3.4 & 1.015 & 3.5 & 0.827 \\
12. (PU) Chatbots make it easier to innovate in language learning & 3.6 & 0.934 & 3.7 & 0.716 \\
13. (PU) The advantages of chatbots in language learning & 3.3 & 0.955 & 3.3 & 0.978 \\ outweigh the disadvantages & & & & \\ \hline
14. (US) I believe that using chatbots will increase the quality of language learning & 3.3 & 0.969 & 3.6 & 0.781 \\ \hline
15. (PBC) I am completely satisfied in using chatbots for language learning & 3.0 & 1.038 & 2.7 & 1.015 \\
16. (PBC) I am very confident in using chatbots in language learning & 3.0 & 0.991 & 3.2 & 0.933 \\
17. (AT) Using chatbots in language learning is a good idea & 3.5 & 0.926 & 3.8 & 0.703 \\
18. (AT) I am positive towards using chatbots in language learning is fun & 3.4 & 1.010 & 3.6 & 0.827 \\
19. (AT) Using chatbots in language learning is fun & 3.6 & 1.086 & 3.7 & 0.960 \\ \hline
20. (BI) I intend to use chatbots in language learning frequently & 2.7 & 1.075 & 2.6 & 1.012 \\
21. (BI) I intend to learn more about using chatbots in language learning & 3.0 & 1.107 & 3.2 & 1.075 \\
22. (SE) I feel confident in using chatbots in language learning & 3.2 & 1.022 & 3.2 & 0.994 \\
23. (SE) I have the necessary skills for using chatbots in language learning & 3.7 & 0.999 & 4.0 & 0.617 \\
24. (PI) I like to experiment with new technologies in language learning & 3.8 & 0.995 & 4.0 & 1.071 \\
25. (PI) Among my peers, I am usually the first to explore new technologies & 2.9 & 1.133 & 2.6 & 1.240 \\ Total & 3.4 & 0.996 & 3.5 & 0.878 \\ \hline \end{tabular}
\end{table} 
Table 7: Perceptions concerning the use of chatbots in language learning (TAM2 model). Dimensions: perceived ease of use (PEU), perceived usefulness (PU), usability (US), perceived behavior control (PBC), attitude (ATT), behavioral intention (BI), self-efficacy (SE) and personal innovativeness (PI). Qualitative data were collected through a template analysis (TA) available in Moodle (ANNEX C in Supplementary Materials). The thematic analysis was performed through the QDA Miner software following a deductive method based on predetermined codes. These were the same set of codes used in the ad hoc model designed (CHISM) and included in the post-survey as ordinal data (Likert scale). However, they were now arranged in two categories: benefits and limitations of each conversational partner. Therefore, the teacher candidates needed to explain these two categories in their own words, illustrate their insights with real examples and screenshots of their chatbot interaction, and submit the TA to the instructors during the last day of class. Table 9 shows the frequency of the most relevant codes for each conversational partner using QDA Miner software.