This study explores how learners acquire vocabulary through chatbots according to interactive task type. Two groups were created: 1) the balanced group which performed a responsive interaction task and a proactive interaction task and 2) the input-based group which only performed two responsive interaction tasks. During the responsive interaction task, learners took on the role of target word receiver while interacting with a chatbot. For the proactive interaction task, the roles of chatbot and learner were reversed. Based on the topic “Where is the post office?”, an interactive chatbot was designed, learner and chatbot interaction data was analyzed, and the results of the two groups’ post and delayed tests were quantitatively compared in terms of vocabulary acquisition. The following conclusions were drawn. First, different types of negotiation were observed depending on task type. Second, both groups effectively acquired receptive vocabulary knowledge. Lastly, the learners effectively acquired productive vocabulary knowledge. The balanced group outperformed the input-based group in the acquisition of productive knowledge because the output element for target vocabulary in the proactive task affected its effectiveness. This study shows the potential for chatbots to be used as learning tools for vocabulary acquisition as well as speaking or writing practice tools.
I. Introduction
II. Theoretical Background
III. Methodology
IV. Results and Discussion
V. Conclusion
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