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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
Language: English
Authors: Behnam Behforouz (ORCID 0000-0002-0078-2757), Ali Al Ghaithi (ORCID 0000-0002-9653-508X), Ahmed Alsaadi (ORCID 0009-0008-9579-7417)
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
FullText Text:
  Availability: 0
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  Data: The Effect of AI-Based Instruction on Vocabulary Retention and Learner Motivation in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Behnam+Behforouz%22">Behnam Behforouz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0078-2757">0000-0002-0078-2757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ali+Al+Ghaithi%22">Ali Al Ghaithi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9653-508X">0000-0002-9653-508X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmed+Alsaadi%22">Ahmed Alsaadi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9579-7417">0009-0008-9579-7417</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Technology+in+Language+Teaching+%26+Learning%22"><i>Technology in Language Teaching & Learning</i></searchLink>. 2026 8.
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  Data: 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
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 2652-1687
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  Label: Abstract
  Group: Ab
  Data: 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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      – Text: English
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        PageCount: 16
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Student Motivation
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      – SubjectFull: College Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Oman
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      – TitleFull: The Effect of AI-Based Instruction on Vocabulary Retention and Learner Motivation in Higher Education
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              Y: 2026
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