This study investigates how voice-chat conditions affect learners’ affective factors. In order to examine the effects of voice-chat conditions on Korean EFL learners’ attitudes towards English language learning and perceptions of voice-chat, 123 college students participated in this study. Participants were divided into two experimental groups: voice-chat with peers and voice-chat with robots. During the 16-experiment week, participants had a chat with either peers or robots. All participants in both voice-chat conditions showed positive attitudes towards English language learning and positive perceptions of voice-chat. Results indicate that both voice-chat conditions are effective in enhancing the learners’ confidence in English speaking, motivation to develop their English language skills, interests in English language learning, and beliefs in the improvement of their English speaking ability. In addition, engagement in voice-chat appears to help learners to reduce their stress and anxiety level. Findings suggest that EFL teachers integrate chat robots into their language teaching process.

• Na-Young Kim(Ewha Womans University)