Speaker
Description
The increased incorporation of Artificial Intelligence (AI) in language teaching has resulted in new opportunities in teaching vocabulary in EFL classrooms. AI-assisted tools, such as ChatGPT and similar ones, have gained usage as tools to help with vocabulary learning through personalized feedback, contextualized explanation, interactive activities, and autonomous learning with new technologies and techniques. Nevertheless, little research has been investigated concerning students’ perceptions of AI-mediated vocabulary learning tasks in higher education settings. The author used a mixed-methods study to investigate EFL students' perceptions of AI-assisted vocabulary learning activities. Quantitative data were obtained from 102 undergraduate college students with feedback and participation on a questionnaire survey, while qualitative data were collected from 10 selected participants through semi-structured interviews. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed thematically. Results showed that the participants generally perceive AI-assisted vocabulary learning positively. Participants reported higher motivation, better vocabulary retention, more independence of learning and more engaging learning experiences. What’s more, students appreciated the instant feedback and context provided for vocabulary support with AI tools. However, concerns for incorrect AI-generated content and over-reliance on technology are also present. Such explorations demonstrate the potential of AI-assisted tools to provide more interactive and learner-centered approaches to vocabulary teaching in EFL classrooms and suggest the practical implications of using that tool as part of technology-enhanced language learning.
Keywords: Artificial Intelligence; ChatGPT; vocabulary learning; student perceptions; technology-enhanced learning.
