Artificial Intelligence in Addressing Vocabulary Learning Challenges: Strategies for English Language Learners

Abstract

This study examines the impacts of AI on the challenges faced during vocabulary acquisition by English Language Learners (ELLs). The intent of the investigation is to determine how AI technologies, such as intelligent tutoring systems, language learning applications, and chatbots, can improve vocabulary learning, retention, and context understanding. At the same time, it aims to explore barriers to the adoption of AI tools in vocabulary learning, and how these barriers can be addressed. A quantitative research approach was used in this study. Data were collected through online surveys from a sample of 372 respondents, mainly young adults and undergraduates. The survey measured respondents’ knowledge, frequency of use, and attitudes toward AI tools for vocabulary acquisition, as well as their assessment for effectiveness in context retention, pronunciation, and understanding of the words. The data is presented using averages, rates, and percentages, while statistical significance was calculated using SPSS (Version 28), which was also used for the reliability test and further data analysis. A pilot study was done to pretest the tool for data collection to enhance reliability and validity of the findings. The results suggest that AI technology enhances ELLs context retention and understanding of the vocabulary. The pilot survey discovered that, of those participants who reported having used AI tools (64.5%), a good number said them enjoyed the tools for being interactive and engaging and useful for receiving individualized feedback. The retention of vocabulary and its pronunciation was exceptionally achieved with the help of AI flashcards, chatbots, and adaptive learning platforms. However, some issues such as lack of accessibility, adequate technical ability, and moral issues concerning data protection and algorithmic discrimination were noted as obstacles in the widespread use of A.I. tools. This research adds to the existing literature on A.I. in language acquisition by demonstrating the use of A.I. technology in vocabulary learning. It also illustrates how these tools enable a departure from conventional pedagogical approaches to vocabulary acquisition by offering A.I. powered learning that is more engaging and personalized. Moreover, it deals with the wider ethical and practical challenges of adopting A.I. technology, which could help teachers, curriculum designers, and educational authorities devise appropriate and viable A.I. based educational interventions.