Abdelhalim, S. (2025). Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners. Language Learning & Technology, 29(1), 1-24.
This article provides the findings from a research project examining the use of generative AI (Chat GPT) to support vocabulary development in an EFL program in Saudi Arabia. The research is grounded in sociocultural theory in which learning is seen as a socially mediated process through interaction with peers or tools within meaningful social contexts and in carrying out purposeful tasks. A key concept in sociocultural theory is the Zone of Proximal Development which proposes a range between what learners can do independently and what they can achieve with guidance. As the authors describe it,
Effective scaffolding—structured, responsive support that gradually fades—helps learners move from assisted to autonomous performance (Schumm, 2006) p.12.
They contend that AI tools including ChatGPT can be seen to function as dynamic mediators to support vocabulary development through real-time interaction, feedback and engagement with generative language tasks.
Although this classroom-based research study was conducted in an institutional setting and with a particular group of EFL students the quantitative and qualitative data indicate the potential of thoughtfully and carefully integrated generative AI to support vocabulary development across a range of language learning settings. In particular the qualitative data show that students found that ChatGPT was engaging, and reported that its use enhanced motivation, learner interaction and autonomous learning.
The researchers considered the following research questions:
- How does integrating ChatGPT into classroom instruction influence both receptive and productive vocabulary acquisition among EFL students compared to conventional teaching methods?
- How sustainable are the vocabulary gains from ChatGPT-enhanced instruction compared to conventional teaching over time, as evidenced by delayed post-test results?
- What are students’ perceptions and evaluations of ChatGPT as a vocabulary learning tool in comparison to traditional classroom instruction? p.5
The researchers worked with two groups of students enrolled in one course with a single instructor. The first group used ChatGPT as an interactive tool for vocabulary practice and completed AI-generated exercises which were tailored to their progress. The second group engaged in traditional teacher-led learning. Quantitative results showed that the group using ChatGPT outperformed the students in the traditional classroom in productive vocabulary knowledge and in overall test scores. Researchers conducted pretests, and immediate and delayed post-tests as well as semi-structured interviews with students. Qualitative findings indicate that the use of generative AI promoted increased learning motivation and learner interaction. Students emphasized the ongoing need for instructor support and guidance, provision of structured prompt training and for feedback regarding AI outputs.
Overall, the findings indicate the potential of generative AI in supporting vocabulary development and point to the critical role of the language instructor in scaffolding learning, modelling how to create and use prompts, facilitating discussion around AI outputs and the critical interpretation of feedback. The authors stress the need for ongoing AI literacy, including digital and ethical training to enable students to critically assess resources, verify information, and to critically evaluate AI.
Over-reliance on AI, uncritical acceptance of generated content, and exposure to potentially inaccurate or culturally inappropriate examples underscores the need for AI literacy. p.13
Teachers also play a key role in validating AI-generated content and encouraging learners to question and refine it rather than accept it passively. p.13.
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