A COMPARATIVE STUDY ON AI-ASSISTED AND TRADITIONAL INSTRUCTION AS TEACHING STRATEGY IN VOCABULARY ACQUISITION IN ELT CLASSROOMS
Dr. A. Sarah Helan Sathya
Keywords: AI-assisted learning, Traditional Instruction, Vocabulary Acquisition, English Language Teaching.
Abstract
Vocabulary acquisition is a fundamental aspect of English language learning, and emerging artificial intelligence (AI) tools offer innovative approaches to enhance this process. This comparative study examines the effectiveness of AI-assisted vocabulary learning compared to traditional teaching methods in an English Language Teaching (ELT) classroom, focusing on C1 and C2 level vocabulary retention. An experimental design is employed, involving 100 college-level students, divided into an experimental group (AI-assisted learning) and a control group (traditional instruction). Pre- and post-surveys conducted via Google Forms to assess the vocabulary acquisition levels. The collected data is analyzed using statistical measures with graphical representations illustrating key findings. The findings revealed a significant improvement in vocabulary acquisition among students exposed to AI-assisted learning, suggesting its potential for enriching language instruction and learner engagement. The paper concludes with implications for curriculum design and recommendations for hybrid teaching models.