Leveraging artificial intelligence for vocabulary development: Effects on recall and retention in English for specific purposes contexts
محورهای موضوعی : Curriculum Design and Development
1 - Department of English Language Teaching, Ke.C., Islamic Azad University, Kerman, Iran.
کلید واژه: Artificial Intelligence, English for Specific Purposes, Vocabulary Recall, Vocabulary Retention,
چکیده مقاله :
English for Specific Purposes (ESP) education has gained prominence as a specialized field designed to address the distinct linguistic needs of learners. Although AI-enhanced instruction has been investigated within general English language learning, its implementation in ESP contexts particularly concerning vocabulary recall and retention has remained insufficiently explored. This study sought to evaluate the impact of AI-supported instruction on vocabulary recall and retention among Iranian ESP learners. Based on non-random convenience sampling, a total of 48 undergraduate students in an ESP course from a university in a southeastern province in Iran participated in the present quasi-experimental study. The participants were non-randomly assigned into two different groups: an experimental group (n=24) receiving AI-powered vocabulary instruction through Diffit, and a control group (n=24) receiving traditional print-based vocabulary instruction. Data were collected during a twelve-week intervention through AI-powered instruction of ESP vocabulary. To address the research questions, a univariate repeated measures analysis of covariate (ANCOVA) was employed. Findings revealed that AI-enhanced instruction significantly improved vocabulary recall and retention among ESP learners. The results offer robust evidence supporting the efficacy of AI-based instructional approaches in enhancing vocabulary learning outcomes within ESP settings.
English for Specific Purposes (ESP) education has gained prominence as a specialized field designed to address the distinct linguistic needs of learners. Although AI-enhanced instruction has been investigated within general English language learning, its implementation in ESP contexts particularly concerning vocabulary recall and retention has remained insufficiently explored. This study sought to evaluate the impact of AI-supported instruction on vocabulary recall and retention among Iranian ESP learners. Based on non-random convenience sampling, a total of 48 undergraduate students in an ESP course from a university in a southeastern province in Iran participated in the present quasi-experimental study. The participants were non-randomly assigned into two different groups: an experimental group (n=24) receiving AI-powered vocabulary instruction through Diffit, and a control group (n=24) receiving traditional print-based vocabulary instruction. Data were collected during a twelve-week intervention through AI-powered instruction of ESP vocabulary. To address the research questions, a univariate repeated measures analysis of covariate (ANCOVA) was employed. Findings revealed that AI-enhanced instruction significantly improved vocabulary recall and retention among ESP learners. The results offer robust evidence supporting the efficacy of AI-based instructional approaches in enhancing vocabulary learning outcomes within ESP settings.
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