AI-powered digital tools for vocabulary retention in Foreign Language Learners: A perception-based study

AI-powered digital tools for vocabulary retention in Foreign Language Learners: A perception-based study

This study examines the use of AI-powered digital tools for vocabulary retention. It focuses on students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, where English is taught as a foreign language within t...

Fuld beskrivelse

Saved in:
Bibliografiske detaljer
Hovedforfatter: Jacome Paredes, Vladimiro (author)
Andre forfattere: Espinoza Romero, Steven Mauricio (author), Andraus Quintero, Cesar Enrique (author)
Format: article
Sprog:eng
Udgivet: 2025
Fag:
Inteligencia artificial
medios digitales
aprendizaje de idiomas
lengua inglesa
Artificial intelligence
digital technology
language acquisition
foreign language teaching
english language
Online adgang:https://revista.sangregorio.edu.ec/index.php/REVISTASANGREGORIO/article/view/3579
Tags: Tilføj Tag
Ingen Tags, Vær først til at tagge denne postø!
Beskrivelse
Summary:This study examines the use of AI-powered digital tools for vocabulary retention. It focuses on students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, where English is taught as a foreign language within the broader framework of language pedagogy. A quantitative, descriptive, and relational approach was used. Data were collected through an online survey. One hundred eleven students participated, all with experience using tools such as ChatGPT, intelligent tutoring systems, and augmented reality. The survey analyzed usage frequency, perceived effectiveness, and the role of multimedia resources in vocabulary learning. Many students reported better long-term retention, improved writing accuracy, and increased motivation. These benefits were linked to instant feedback and interactive features. However, some participants noted occasional errors and a lack of detailed explanations. Others mentioned limited opportunities for actual conversation practice. The findings align with studies emphasizing the importance of adaptive digital environments. While AI tools can enhance vocabulary learning, they still require improvements. Better student training and interface optimization are recommended. Integrating them into a hybrid learning model could maximize their benefits. Further studies are needed to understand their long-term impact. This research highlights the value of artificial intelligence in language teaching and opens the door to new opportunities.

Lignende værker