Social Science and Human Research Bulletin

Artificial intelligence (AI) is increasingly influencing English as a Second Language (ESL) education for Filipino students. This study investigates the effectiveness of Chai, an AI-powered chatbot, integrated into a flipped classroom model, for enhancing students’ prepositional usage. Employing an exploratory sequential mixed-methods design, 70 freshman students were randomly assigned to experimental (Chai Bot/flipped classroom) and control (traditional instruction) groups. The quantitative results indicated that the experimental group demonstrated significantly higher mean scores in post-tests compared to the control group, suggesting that the integration of Chai Bot effectively improved prepositional knowledge. Qualitative data gathered from semi-structured interviews with participants in the experimental group revealed eight key themes related to usability, technical issues, and the chatbot’s effectiveness as a learning and writing tool. Positive feedback emphasized the app’s ease of use and clarity of instructions, while challenges such as technical difficulties were also reported. This study highlights that Chai Bot, when utilized within a flipped classroom framework, serves as an effective AI-based tool for enhancing students’ grammatical skills, particularly in prepositions. The findings offer valuable pedagogical implications for educators and curriculum developers, suggesting that technology-enhanced learning can significantly contribute to language acquisition. Future research should explore long-term effects and broader applicability in diverse educational contexts.

Artificial Intelligence, Flipped Classroom, Chatbot, Chai Bot

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