Talking to Humans or Machines? EFL Students’ Willingness to Communicate With Classmates and Chatbots

This study explores English as a Foreign Language (EFL) students’ willingness to communicate (WTC) in English with classmates and AI chatbots. It compares students’ WTC in these two contexts and examines their experiences, attitudes, and perceptions of human and AI-mediated interaction. A mixed-methods research design was employed. The quantitative component involved a questionnaire completed by 92 undergraduate students of a technical university in Ukraine. The questionnaire examined three dimensions: readiness to engage in language classroom communication activities, communicative self-confidence, and anxiety. The qualitative component consisted of a structured interview analyzed through thematic analysis. The findings revealed no statistically significant difference in students’ WTC with classmates and chatbots. In both contexts, students demonstrated high levels of WTC and communicative self-confidence. However, communication with chatbots was associated with significantly lower anxiety levels. The qualitative findings showed that students perceived chatbots as psychologically safe, non-judgmental, and convenient conversational partners that supported autonomous language practice and reduced fear of making mistakes. At the same time, students valued communication with classmates for its authenticity, emotional richness, and social interaction. The study concludes that chatbots can effectively complement traditional peer interaction in EFL learning by providing low-pressure opportunities for language practice and increasing learners’ confidence. Nevertheless, they cannot fully replace human communication, which remains essential for authentic interpersonal interaction and the development of socio-emotional communication skills. The findings highlight the potential of AI chatbots to support flexible, accessible, and low-anxiety language learning environments, particularly in educational contexts where opportunities for face-to-face communication are limited or disrupted.