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AI-Powered Conversational Agents and Intercultural Learning: Insights from Indonesian EFL Students

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  • Author(s): Tommy Hastomo (ORCID Tommy Hastomo (ORCID 0000-0002-3664-3521); Utami Widiati (ORCID Utami Widiati (ORCID 0000-0002-8603-4556); Francisca Maria Ivone (ORCID Francisca Maria Ivone (ORCID 0000-0001-6769-1406); Evynurul Laily Zen (ORCID Evynurul Laily Zen (ORCID 0000-0001-6428-4215); Muhamad Hasbi (ORCID Muhamad Hasbi (ORCID 0000-0001-7446-2062); Buyun Khulel (ORCID Buyun Khulel (ORCID 0000-0001-6342-9339)
  • Language:
    English
  • Source:
    Intercultural Communication Education. 2025 8(1).
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Artificial Intelligence; Foreign Countries; English (Second Language); Second Language Learning; Cultural Awareness; Undergraduate Students; Learner Engagement; Technology Uses in Education; Natural Language Processing; Multicultural Education; Public Colleges; Private Colleges; Student Attitudes
    • Subject Terms:
      Indonesia
    • ISSN:
      2209-1041
    • Abstract:
      Globalization has increased the demand for English proficiency and intercultural competence. However, English instruction in Indonesia often focuses on grammar and vocabulary, with limited emphasis on cultural understanding. Although AI tools are commonly used to support language learning, their potential to promote intercultural learning remains underexplored. This study aimed to investigate how Indonesian EFL students use AI-powered conversational agents to explore cultural perspectives and what cultural insights they gain. The research employed a descriptive phenomenological design involving 15 undergraduate students from five regions in Indonesia. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis. The results showed that students moved from retrieving simple cultural facts to engaging in deeper conversations that supported reflection and critical thinking. They described AI as a non-judgmental partner that allowed them to ask sensitive cultural questions. The students learned to distinguish between surface-level cultural practices and deeper values. They also habitually questioned AI-generated content and verified it through other sources. This process helped them build critical AI literacy. The findings suggest that AI tools can support intercultural learning if used with guidance. Teachers are encouraged to design activities that help students reflect on cultural content and develop critical awareness during AI interaction.
    • Abstract:
      As Provided
    • Publication Date:
      2026
    • Accession Number:
      EJ1491451