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Online Games and AI ChatGPT: 7th Grade English as a Foreign Language Learners’ Vocabulary Acquisition and Preferences in the UAE | ||
| Applied Research on English Language | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 23 فروردین 1404 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22108/are.2025.143808.2420 | ||
| نویسندگان | ||
| Ghaleb Rababah* 1؛ Ali AbuSeileek2؛ Mohammed Nour Abu Guba3؛ Mohammad A Bani Younes4 | ||
| 1Department of Foreign Languages, College of Arts, University of Sharjah, Sharja, UAE | ||
| 2Department of Curriculum and Instruction, Al al-bayt University, Jordan | ||
| 3Language Center, University of Sharjah | ||
| 4Department of English Language and Literature, Faculty of Arts, Al al-Bayt University, Jordan | ||
| چکیده | ||
| Extensive research has been conducted on the intersection of digital games and AI, exploring how it impacts the diverse variables of education, such as proficiency, vocabulary, and motivation. However, there is a lack of studies that have comprehensively assessed the combined impact of digital games and AI applications on enhancing six aspects of vocabulary. This study focused on finding the possible effect of using the AIGames on developing the 7th-grade EFL learners’ vocabulary acquisition and their attitude toward such a technique. Based on experimental and descriptive design, a quantitative approach was used. The participants were assigned into two groups randomly: the experimental group, which studied using this technique, and the control group, which was taught using the regular instruction method. The study used two instruments: a pre-post test and an attitude scale (questionnaire). Findings revealed statistically significant differences between the experimental and control groups in vocabulary learning due to using the AIGames technique in favor of the experimental group. The post-test results revealed significant improvements across all six vocabulary aspects, with the largest gains in denotation (experimental group: M=7.82 vs. control: M=4.56) and spelling (M=7.59 vs. 5.38). Pronunciation showed the slightest improvement (M=5.41 vs. 3.69), suggesting that the AIGames technique was less effective. The study also showed that most participants in the experimental group also had a positive attitude toward using the new technique in learning vocabulary. Moreover, no correlation was found between the experimental students’ achievement in vocabulary and their perception of using the AIGames technique. | ||
| کلیدواژه‌ها | ||
| Online Games؛ Artificial Intelligence؛ ChatGPT؛ Vocabulary Aspects؛ Learners’ Attitude | ||
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آمار تعداد مشاهده مقاله: 65 |
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