AI-Assisted Vocabulary Learning and Learner Autonomy: Perceptions and Challenges Among EFL University Students

Abstract

Vocabulary learning is an important aspect of language learning. Along with advances in artificial intelligence (AI) in recent years, a number of learning tools that employ AI have emerged to support English language learners to improve their vocabulary skills. One of the features of these learning tools, such as ChatGPT used in this study, is that they support vocabulary learning in learner-centered environments, provide a number of features such as definitions, sample sentences, information on how to use words and phrases in writing and speaking, and instant feedback to learners. These types of resources have a lot of potential to enable learners to be more autonomous in their learning. The aim of this study is to examine the perceptions of Kurdish EFL university students, who use AI-assisted learning tools for vocabulary building and identify their views regarding the role that these tools can play in enhancing learner autonomy. The study applies a mixed-methods approach. A questionnaire is used to collect quantitative data related to obtain information about EFL students’ use of AI-based vocabulary tools, aspects of vocabulary learning that AI-assisted learning tools can facilitate, and learner autonomy, and then follow up with in-depth semi-structured interviews of participants. The findings of this study provide information on the use of vocabulary learning tools employing AI and how they can be used in classroom instruction to motivate learners and promote vocabulary learning. The findings also reveal the extent to which these AI-based learning tools and other technology-based instructional tools can support and encourage learners to take more responsibility for their own vocabulary learning by studying on their own, identifying areas in their vocabulary that require more practice, setting their own vocabulary goals, developing learning plans and strategies, identifying resources that can help them to achieve those goals, and developing self-evaluation strategies and techniques. The findings support the notion that, even though the use of technology and learning tools that utilize AI has the potential to enhance learner autonomy, teacher support, guidance, and scaffolding are still very important for facilitating learning in general and enhancing learner autonomy in vocabulary learning, in particular.