ChatGPT as a Facilitator of Vocabulary Learning Strategy Use for Lexical Bundles across Different Difficulty Levels
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| Title: | ChatGPT as a Facilitator of Vocabulary Learning Strategy Use for Lexical Bundles across Different Difficulty Levels |
|---|---|
| Language: | English |
| Authors: | Ryo Sawaguchi (ORCID |
| Source: | Vocabulary Learning and Instruction. 2026 15. |
| Availability: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://www.castledown.com/journals/vli |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Vocabulary Development, Difficulty Level, Artificial Intelligence, Influences, Learning Strategies, Foreign Countries, Undergraduate Students, Private Colleges, Technology Uses in Education, English for Academic Purposes, English (Second Language), Second Language Learning, Instructional Effectiveness, Academic Achievement, Language Tests, Scores, Second Language Instruction |
| Geographic Terms: | Japan |
| ISSN: | 2981-9954 |
| Abstract: | While there has been significant research into single-word vocabulary learning strategies (VLSs), few studies have examined effective VLSs for multi-word units, such as the lexical bundles (LBs) crucial for English for academic purposes (EAP). This study explores the VLSs used by Japanese university students to learn LBs. The participants were at B1 (independent) and A2 (basic) on the Common European Framework for Reference (CEFR). The participants, who received instruction in social (questioning), cognitive (gap-fill practice), and memory (functional grouping and L1 translations) strategies, studied 40 LBs (20 LBs for A2 and B1 each) and took A2- and B1 LB tests. Their VLS use was mediated and tracked in interactive out-of-class learning using the ChatGPT, artificial intelligence (AI) tool. The results found that combining strategies (e.g., social and cognitive) and the associated deeper cognitive processing are effective for both A2 and B1 LB learning, while the importance of the questioning (social)-based strategy combination and analytical learning increases for more difficult B1 LBs. The theoretical and practical applications of the findings are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501236 |
| Database: | ERIC |
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