Effects of self-regulated vocabulary learning with chatbots on incidental and collocational vocabulary learning and foreign language learning boredom

Recent advances in artificial intelligence have introduced generative AI chatbots as a mediating tool for vocabulary learning. While self-regulated vocabulary learning strategies help to promote learner autonomy, maintaining motivation and reducing boredom remain challenges. This study investigated the effects of integrating generative AI chatbots into self-regulated vocabulary learning and on incidental vocabulary knowledge, receptive knowledge of collocations, and foreign language learning boredom. It also examines EFL learners’ attitudes toward using AI chatbots. Using a quasi-experimental design, 187 EFL learners were randomly grouped into a control group (CG) of 93 learners and an experimental group (EG) of 94 learners. Both groups completed pretests and posttests on vocabulary, collocations, and boredom. Over 18 sessions, the EG practiced self-regulated learning with AI chatbots, while the CG received traditional instruction without. AI tools. Interviews were conducted with 16 EG participants. Results showed that the EG outperformed the CG in vocabulary and collocation knowledge and reported lower levels of boredom. Interview data supported these findings, revealing increased learner autonomy, motivation, and reduced anxiety. Participants reported satisfaction with the chatbots’ interactive and personalized features, which encouraged learning beyond the classroom. These findings suggest that generative AI chatbots create engaging, personalized learning environments that promote self-regulated learning and improve vocabulary outcomes in EFL settings.