DefinePK

Abstract

In Pakistan, EFL/ESL learners seek to improve their language skills through formal and informal means. Embracing AI, a key aspect of Industry 4.0, can empower the youth to become independent and efficient in language learning. This study aims to gauge the effectiveness of generative AI tools in learning vocabulary and evaluate ESL learners’ user experiences and perceptions. Involving 12 students from a public sector university in Rawalpindi, this study has employed the case study approach with a triangulation design. The quantitative data is collected using pre and post-tests and the qualitative data is collected using semi-structured interviews. Between the pre-test and the post-test, the participants engaged with ChatGPT focusing on the 3 Cs of 21st-century skills i.e. communication, creativity, and critical thinking, following the Cognitive Taxonomy model by Anderson and Krathwohl (2001), for four weeks. The quantitative results (pre-test: M=18.08, SD= 6.598 and post-test: M=31.33, SD=6.946) reveal a substantial difference of 13.25 between the mean scores which indicates a considerable growth in participants’ vocabulary after the intervention. Whereas, qualitative results indicate positive experiences and perceptions of using ChatGPT for vocabulary learning, while challenges include response reliability, time management, and user suspicion of AI chatbot accuracy. Thus, the study concludes that ChatGPT and other similar AI-powered tools can be the panacea for language learning and teaching in the 21st-century world, given their appropriate and systematic use. This research can aid in developing effective teaching methodologies and integrating AI tools in language learning curricula, benefiting learners, researchers, and educators.