This presentation will discuss original research that investigated the use of pedagogical chatbots in an EFL conversational English class. Specifically, this study was concerned with how different types of questions can be used to elicit information from students. Within a Bloom’s Taxonomy Framework, lower-order to higher-order levels of thinking were observed among user-bot interactions. Nineteen South Korean English majors completed six chatbot assignments through an in-house developed Facebook Messenger chatbot. The chatbot activity entailed creating original stories for the class presentation. In addition to directives requesting plot details, the chatbot used closed-ended button reply questions, open-ended questions, and fill-in-the-blank template statements to help students create stories. Results indicated that button reply questions allowed for pacing, recall and content assessment and require low levels of critical thinking. Lastly, directives requesting user input resulted in 35% more output, indicating students took more action when told to do something than when asked. MYSTERY EASTER EGG