Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 26, No. 0, pp.753-771
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 30 Jun 2026
Received 19 Feb 2026 Revised 21 Mar 2026 Accepted 09 Apr 2026
DOI: https://doi.org/10.15738/kjell.26..202606.753

Effects and Affordances of AI Chatbot-Mediated Refusal Instruction for Korean Elementary EFL Learners

Sohyun Yoo
Ph.D. Student, Department of English Language Education Seoul National University 1 Gwanak-ro, Gwanak-gu Seoul, Korea, Tel: +82-2-880-7670 yoosh111@snu.ac.kr


© 2026 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The development of pragmatic competence is essential yet often under-addressed in elementary English as a foreign language (EFL) classrooms. To address this gap, this study investigated the impact of brief, curriculum-aligned AI chatbot-mediated instruction on the refusal strategies and perceptions of young Korean EFL learners. Using a mixed-methods approach, this study analyzed data from 57 fourth-grade elementary school students who participated in a two-lesson intervention involving pragmatically intensive (PDR-high) situations. Quantitative findings demonstrated a significant developmental shift from unmitigated, direct refusals toward contextually appropriate, mitigated patterns. Statistical analyses showed robust gains, characterized by medium-to-large effect sizes for key pragmatic shifts, suggesting that AI-mediated instruction was positively associated with pragmalinguistic development. Qualitative data further revealed that learners predominantly perceived AI chatbot interactions as a source of enjoyment and motivation, alongside valuing the immediate feedback provided. Although technological constraints such as speech-to-text (STT) recognition difficulties were frequently reported, learners demonstrated self-regulation by transforming these challenges into opportunities for pronunciation practice. In conclusion, strategically designed generative AI chatbots offer a viable pathway for cultivating early pragmatic competence beyond the limitations of the traditional classroom, provided that their pedagogical integration carefully balances cognitive and technological load.

Keywords:

L2 pragmatic instruction, refusal strategies, AI chatbot, pedagogical affordance, young EFL learners

References

  • Ajabshir, Z. F. 2025. A comparative study of teacher feedback and chatbot feedback on second language learners’ pragmalinguistic and sociopragmatic competences. International Journal of Human-Computer Interaction 41(16), 9881-9892. [https://doi.org/10.1080/10447318.2024.2429756]
  • Al-Gahtani, S. and C. Roever. 2018. Proficiency and preference organization in second language refusals. Journal of Pragmatics 129, 140-153. [https://doi.org/10.1016/j.pragma.2018.01.014]
  • Beebe, L. M., T. Takahashi and R. Uliss-Weltz. 1990. Pragmatic transfer in ESL refusals. In R. C. Scarcella, E. S. Andersen and S. D. Krashen, eds., Developing Communicative Competence in a Second Language, 55-73. New York: Newbury House.
  • Brown, P. and S. C. Levinson. 1987. Politeness: Some Universals in Language Usage. Cambridge, UK: Cambridge University Press. [https://doi.org/10.1017/CBO9780511813085]
  • Chang, Y. F. 2011. Refusing in a foreign language: An investigation of problems encountered by Chinese learners of English. Multilingua 30(1), 71-98. [https://doi.org/10.1515/mult.2011.004]
  • Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Erdogan, N. and C. Kitson. 2025. Integrating AI in language learning: Boosting pragmatic competence for young English learners. LatIA 3, 115. [https://doi.org/10.62486/latia2025115]
  • Gibson, J. J. 1979. The Ecological Approach to Visual Perception. Boston, MA: Houghton Mifflin.
  • Huang, W., K. F. Hew and L. K. Fryer. 2022. Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning 38(1), 237-257. [https://doi.org/10.1111/jcal.12610]
  • Jeon, J. 2024. Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning 37(1-2), 1-26. [https://doi.org/10.1080/09588221.2021.2021241]
  • Kirschner, P., J. W. Strijbos, K. Kreijns and P. J. Beers. 2004. Designing electronic collaborative learning environments. Educational Technology Research and Development 52(3), 47-66. [https://doi.org/10.1007/BF02504675]
  • Kordt, B. 2018. Affordance theory and multiple language learning and teaching. International Journal of Multilingualism 15(2), 135-148. [https://doi.org/10.1080/14790718.2016.1223081]
  • Lee, C. 2010. An exploratory study of the interlanguage pragmatic comprehension of young learners of English. Pragmatics 20(3), 343-373. [https://doi.org/10.1075/prag.20.3.03lee]
  • Park, Y. L. and S. Y. Oh. 2019. Korean EFL learners’ refusals to requests and their perceptions. English Teaching 74(4), 75-103. [https://doi.org/10.15858/engtea.74.4.201912.75]
  • Rahman, G., B. A. Mudhsh, M. Almutairi and M. Kouki. 2025. Optimizing ESL learners’ speech act performance: The role of AI-powered chatbots in pragmatic competence development. Theory and Practice in Language Studies 15(10), 3187-3198. [https://doi.org/10.17507/tpls.1510.05]
  • Rose, K. R. 2005. On the effects of instruction in second language pragmatics. System 33(3), 385-399. [https://doi.org/10.1016/j.system.2005.06.003]
  • Schauer, G. A. 2022. Teaching L2 pragmatics to young learners: A review study. Applied Pragmatics 4(2), 137-158. [https://doi.org/10.1075/ap.00006.sch]
  • Shishavan, H. B. and F. Sharifian. 2013. Refusal strategies in L1 and L2: A study of Persian-speaking learners of English. Multilingua 32(6), 801-836. [https://doi.org/10.1515/multi-2013-0038]
  • Sung, M. and S. Kang. 2024. Developing AI chatbots for pragmatic instruction of Korean secondary L2 English learners. Korean Journal of English Language and Linguistics 24, 441-459. [https://doi.org/10.15738/kjell.24..202405.441]
  • Taguchi, N. 2013. Refusals in L2 English: Proficiency effects on appropriateness and fluency. Utrecht Studies in Language and Communication 25, 101-119. [https://doi.org/10.1163/9789401209717_007]
  • van Lier, L. 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Dordrecht, Netherlands: Springer. [https://doi.org/10.1007/1-4020-7912-5]
  • Vellenga, H. 2004. Learning pragmatics from ESL & EFL textbooks: How likely? TESL-EJ 8(2), 1-18.