The Utilization of Chat-GPT 3.5 for Vocabulary Learning: A Study on Students’ Perceptions
DOI:
https://doi.org/10.54855/acoj.2516111Keywords:
Chat-GPT 3.5, mixed method, scaffolding, vocabulary learningAbstract
Vocabulary plays a fundamental role in language acquisition and communication, serving as the building blocks for expressing ideas, understanding texts, and engaging in effective verbal communication. However, effectively learning vocabulary can be challenging due to learners’ diverse needs and learning styles, as well as a lack of motivation. With the emergence of artificial intelligence (AI), numerous opportunities exist to leverage technology in language instruction, including vocabulary learning. This research explored students’ perceptions towards using Chat-GPT 3.5 (free version) to improve vocabulary acquisition beyond the classroom. The study employed a mixed-methods approach, administering a survey with Likert-scale and open-ended questions based on the Technology Acceptance Model to students in university academic classes. Results from the Likert-scale section indicated the potential for learners to use Chat-GPT 3.5 for self-directed vocabulary learning after class. Findings in the open-ended parts revealed that Chat-GPT 3.5 can provide significant support to learners in terms of learning vocabulary for both meanings and usage in the relevant contexts if they can have enough guidance and scaffolding from teachers or peers. Therefore, it is crucial to raise awareness about organizing relevant training for English teachers on technological knowledge, especially on how to use Chat-GPT, and ensuring sufficient scaffolding for learners. This approach will help guide learners on the right path to independent vocabulary learning.References
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