Transforming Vocabulary Acquisition: The role of using AI Tools among adult second language learners in acquiring new vocabulary
Mots-clés :
Artificial Intelligence (AI), vocabulary acquisition, foreign language learning (FLL)Résumé
Over the past few years, the role of Artificial Intelligence (AI) in education has become undeniable particularly among college learners. This young generation integrates technology into their daily lives and relies heavily on technology-related tools. Consequently, restricting the use of technology in education would be counterproductive. This study evaluated the attitudes, beliefs, and perspectives of college students regarding the use of AI tools for learning new English vocabulary in the scope of second language learning. A structured survey was administered to college students to measure their perceptions of AI-assisted learning tools. The study analyzed four key dimensions: the impact of motivation and anxiety, the efficacy of personalization and feedback, the beliefs regarding learner autonomy, and the role of teachers. The findings revealed a positive attitude among students, who associated AI tools with increased motivation, reduced language anxiety, and enhanced autonomy. However, the outcomes also highlighted concerns regarding the accuracy of AI-generated content and the potential for over-reliance. These results provide empirical evidence supporting the pedagogical value of AI while underscoring the need for critical digital literacy
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