Exploring the Impact of Chatbot‑Mediated Preparation Tasks on Virtual Exchanges

Aim/Purpose: This study investigates whether AI chatbot–mediated pre-task practice can support university students’ preparation for synchronous virtual exchanges and reduce foreign language anxiety (FLA), a persistent barrier to participation in online intercultural communication. Background: While virtual exchanges provide authentic opportunities for global interaction, many learners experience anxiety that limits engagement and willingness to communicate. Despite growing interest in AI-supported language learning, little research has examined chatbot use specifically as a structured pre-exchange preparation tool for reducing FLA and enhancing communicative readiness. Methodology: A mixed-methods design was employed to examine students’ experiences with chatbot-mediated preparation embedded within a structured virtual exchange program. A total of 148 university students from diverse linguistic and cultural backgrounds participated in five cycles of chatbot practice using the Eduling mobile application, followed by Zoom-based intercultural exchanges. Quantitative survey data measured perceived enjoyment, confidence, anxiety, and willingness to communicate, while qualitative thematic analysis of open-ended responses provided insight into perceived benefits and limitations. Contribution: This study contributes to research on AI-supported language learning by conceptualizing chatbot-mediated pre-task practice as an affective and communicative scaffold within virtual exchange design, extending prior work beyond classroom-based chatbot use to synchronous intercultural interaction contexts. Findings: Quantitative results indicated that students reported moderate to strong agreement that chatbot practice increased confidence (M = 4.32), reduced anxiety (M = 4.36), increased willingness to communicate (M = 4.28), and reduced concern about making mistakes (M = 4.28) during subsequent Zoom exchanges. Qualitative findings revealed that students perceived the chatbot as a low-pressure, accessible environment that supported free expression, feedback, and topic familiarity, contributing to greater communicative readiness. At the same time, participants identified limitations in technical performance, limited conversational depth, and a need for more personalized and interactive features. Recommendations for Practitioners: Educators designing virtual exchanges may benefit from integrating structured chatbot-based rehearsal tasks aligned with exchange topics to support emotional readiness and participation. Attention to task design, platform usability, and learner support is essential for maximizing effectiveness. Recommendation for Researchers: Future research should examine how chatbot-mediated preparation impacts different learner groups and incorporate behavioral and performance-based measures to complement self-reported data, particularly across varying proficiency and digital literacy levels. Impact on Society: As digital and intercultural communication become central to education, scalable tools that reduce anxiety and support participation can expand access to global learning opportunities. Future Research: Longitudinal and comparative studies are needed to assess the durability of affective and communicative gains and to explore how different chatbot designs influence learning outcomes over time.

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