USING ARTIFICIAL INTELLIGENCE IN TEACHING ENGLISH

Povzetek

This study investigates the potential of using Artificial Intelligence (AI) technologies to improve vocabulary acquisition in English, focusing on the use of Mobile-Assisted Vocabulary Learning (MAVL), and media-rich content, educational games, and Augmented Reality (AR). The objective of the study is to determine the extent these digital innovations contribute to enhancing vocabulary retention, learner motivation, and teacher effectiveness in the field of English Language Teaching and Learning (ELT/L). A mixed-methods approach was employed, using either quantitative or qualitative analyses. For the quantitative, data were captured via a structured questionnaire shared with 30 English language teachers, exploring their use, perceptions, and attitudes toward AI tools in vocabulary instruction. For the qualitative, open-ended responses, along with thematic analysis, provided snapshots of experiences, possibilities, and obstacles implementing AI in work/classrooms. The study indicates notable differences between genders in the application of AI tools and AI-supported vocabulary study: male teachers reported higher levels of involvement. Furthermore, teaching experience was identified as a factor impacting use and feelings of confidence in using AI. More so, MAVL had a strong positive influence on students' vocabulary retention (R² = 0.544), while AR had a positive influence on vocabulary understanding (R² = 0.465) and vocabulary retention (R² = 0.428). Teachers held positive beliefs about AI, AR and game-based learning but reported barriers such as lower digital literacy skills, ethical dilemmas, and lack of institutional support. The study proposes the use of explicit professional development, increased opportunities to learn digital literacy, and development of an ethical framework to promote incorporation of AI in language study.