Self-Directed Learning Through the Use of Character.AI Chatbot for English Learning: A Narrative Inquiry

Larasati Anindya Putri, Dewi Rochsantiningsih, Muhammad Asrori

Abstract

This study explores the use of Character.AI as a tool for self-directed English learning. Through a narrative inquiry approach, the research investigates the factors influencing learners’ decisions to adopt and utilize Character.AI for learning purposes, as well as their experiences with its utility in enhancing language acquisition. Data were collected through an online questionnaire distributed to high school students who use Character.AI for English learning. A total of 30 participants took part in the study, sharing their motivations, experiences, and challenges in using the chatbot as a tool for self-directed language learning. The findings show that learners’ utilization of Character.AI aligns with Gibbons’ essential elements of SDL by providing student control, skill development, self-challenge, self management, and self-motivation & assessment. Learners valued having full control over their study schedules and learning intensity. Overall, learners had a positive experience using Character.AI, describing it as an engaging, flexible, and interactive tool that makes English learning more accessible and enjoyable. The study highlights the potential of Character.AI as a valuable tool for enhancing English language acquisition and encourages educators and developers to consider integrating AI-based technologies to support learner autonomy and engagement.

Keywords

AI chatbots; Character.AI; English language learning; Learner autonomy; Self-directed learning

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DOI: https://doi.org/10.20961/ee.v13i3.101529

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