The Effect of AI-Based Instruction on Vocabulary Retention and Learner Motivation in Higher Education
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| Title: | The Effect of AI-Based Instruction on Vocabulary Retention and Learner Motivation in Higher Education |
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| Language: | English |
| Authors: | Behnam Behforouz (ORCID |
| Source: | Technology in Language Teaching & Learning. 2026 8. |
| 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/tltl |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Vocabulary Development, Student Motivation, College Students, English (Second Language), Second Language Instruction, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Oman |
| ISSN: | 2652-1687 |
| Abstract: | This study investigated the effects of Artificial Intelligence (AI) model, Grok 5, on the students' motivation level and vocabulary knowledge. To collect the required data, 66 Omani English as a Foreign Language (EFL) students were split into two groups: the experimental group, which received traditional instructions plus Grok 5 exposure, and the control group, which received conventional instructions only. The number of students in each group was 33. A motivation questionnaire, created by the researchers and piloted appropriately to guarantee the validity and reliability of the questions, as well as vocabulary pretests, posttests, and delayed posttests, were used thoroughly. Although the experimental group's results were significantly better than the control group's after five weeks of treatment, the study's findings validated both groups' initial improvement in the posttests. The experimental group continued to make considerable improvement, but the control group's performance did not significantly vary in the delayed posttest results. The research findings bring advantages to teachers, students, and all institutions that offer higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501450 |
| Database: | ERIC |
| Abstract: | This study investigated the effects of Artificial Intelligence (AI) model, Grok 5, on the students' motivation level and vocabulary knowledge. To collect the required data, 66 Omani English as a Foreign Language (EFL) students were split into two groups: the experimental group, which received traditional instructions plus Grok 5 exposure, and the control group, which received conventional instructions only. The number of students in each group was 33. A motivation questionnaire, created by the researchers and piloted appropriately to guarantee the validity and reliability of the questions, as well as vocabulary pretests, posttests, and delayed posttests, were used thoroughly. Although the experimental group's results were significantly better than the control group's after five weeks of treatment, the study's findings validated both groups' initial improvement in the posttests. The experimental group continued to make considerable improvement, but the control group's performance did not significantly vary in the delayed posttest results. The research findings bring advantages to teachers, students, and all institutions that offer higher education. |
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| ISSN: | 2652-1687 |
