Abstract

Artificial intelligence (AI)-powered chatbots and virtual assistants are increasingly used to support communication and language learning, yet concerns remain regarding overdependence, reduced human interaction, and responsible use. This study investigates students’ use and perceptions of AI tools for communication-skill development through a Connectivist perspective and examines whether prior experience with such tools influences learning outcomes. An anonymous survey of 1,456 college and university students was conducted, of whom 1,276 reported using AI for academic purposes. The analysis considered motivations for AI adoption, including convenience, time constraints, lack of confidence, limited topic familiarity, alternative perspectives, and grade attainment, alongside instructional strategies for integrating AI into communication training. Analysis of variance showed no statistically significant differences in communication-skill outcomes associated with prior use of virtual assistants (p = 0.209) or chatbots (p = 0.182). These findings suggest that AI-supported learning can provide accessible opportunities for developing vocabulary, grammar, speaking, writing, and related soft skills regardless of previous exposure. However, effective implementation requires a balanced, human-centered approach that combines AI-enabled feedback and personalized practice with classroom interaction, critical thinking, and ethical safeguards. The study provides practical guidance for integrating AI tools into communication education while mitigating risks related to dependency, privacy, and bias.

Keywords

Artificial Intelligence, Chat Bots, Communication Skills, Educational Experts, Large Language Models, Students, Language,

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