آفاق علمية
Volume 17, Numéro 2, Pages 1297-1312
2025-11-30

Breaking The Freeze : Chatbot Supported Learning To Overcome Cognitive Blockages During The Academic Performances, Perspectives From The English Language Students In Salhi Ahmed University Center Of Naama, Algeria



Authors : Gouabi Khadam .

Abstract

Rapid technological advancements in artificial intelligence (AI) and its applications have fundamentally transformed numerous fields with education being no exception. The current study aims to explore the potential of generative chatbots to overcome cognitive paralysis widely known as learners’ frozen thoughts and to ameliorate their academic performances.AI- powered text generators, such as Open AI’s GPT, Google Gemini and QuillBot have been in a widespread used among students of English as a foreign language (EFL). Using a quasi-experienced mixed method approach, 90 third year English language university students were divided into control and experimental groups. While the experimental group utilized chatbot aid when performing an academic writing task, the remaining group did the task without support. The pre and post- task assessments revealed that chatbot- supported learners experienced fewer mental blocks and exhibited better task performances. Additionally, the data collected showed that the group of students used chatbots feele emotionally comfortable which results in a more prompting mental processes and an unfreezed thinking. The study underscores the need of the generative AI which may be used as a cognitive scaffold for the students.

Keywords

Academic Performance ; Cognitive Blockage ; EFL ; Generative Chatbots ; Scaffolding

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