The Effect of Using Artificial Intelligence on Learning Vocabulary among Jordanian EFL University Students

Abstract

This study examines the role of Artificial Intelligence (AI) in enhancing English vocabulary acquisition among university students at Al-Hussein Bin Talal University in Jordan. A quasi-experimental design was employed, involving 40 EFL students, evenly split by gender (20 males and 20 females), all of whom were enrolled in the Basic English Language Course. The students were randomly assigned to either an experimental group, which utilized the Duolingo app for vocabulary learning, or a control group, which followed traditional methods of vocabulary instruction. The intervention was conducted during the first semester of the 2023/2024 academic year, and the results were analyzed using SPSS. Analytical methods included (MANOVA), T-tests, and (ANCOVA), which helped assess the impact of AI-driven tools compared to conventional approaches. The findings revealed that students using Duolingo showed significant improvement in vocabulary acquisition compared to the control group. Furthermore, no significant differences in learning outcomes were observed between male and female participants, suggesting that AI-driven tools are equally effective for all learners. The study concludes by recommending the integration of AI-based platforms like Duolingo into EFL curricula and calls for further research to explore their long-term effects on various aspects of language learning.