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Description
This study investigates how 87 university ESL learners experience Generative AI during vocabulary acquisition. We compared groups using English-only versus L1-supported feedback to understand impacts on motivation, confidence, and learner autonomy. Findings reveal that while ChatGPT-4o boosts engagement through contextualized explanations, technical inconsistencies can hinder trust. We provide practitioners with evidence-based strategies to effectively scaffold GenAI tools, helping students overcome usability challenges and fostering deeper, more reflective communicative language learning.
Keywords
GenAI, Vocabulary learning, Learner autonomy, Motivation and confidence
References
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Mompean, J. A. (2024). ChatGPT for L2 pronunciation teaching and learning. ELT Journal, 78(4), 423-434.
Moorhouse, B. L., Wan, Y., Ho, T. Y., & Lin, A. M. Y. (2024). Generative AI-assisted, evidence-informed use of L1 in L2 classrooms. ELT Journal, 78(4), 453–465.
Park, S., & Kim, O. (2025). Scaffolding with Generative AI in Language Classrooms: A Critical Thinking Framework. Studies in Linguistics, 77, 351-374.
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChaTGPT for language learning tasks: Experience and Perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
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Abstract
Generative artificial intelligence (GenAI) is rapidly transforming English language learning by offering personalized, interactive support for vocabulary development (Moorhouse et al., 2025). Yet, while linguistic outcomes are increasingly studied, less is known about how learners experience these tools (Zhang, 2025). This study examines how university-level ESL students engage with GenAI, influencing motivation, confidence, and autonomy.
87 undergraduate ESL learners, mainly L1 Japanese speakers with some Chinese and Korean participants, used ChatGPT-4o in a medical vocabulary course. Two groups completed identical tasks: one received English-only feedback, while the other utilized their first language (L1) for feedback and prompt adaptation (Moorhouse et al., 2025; Yang & Lin, 2025). Data from surveys and interviews captured perceptions, usability challenges, and learning outcomes.
Findings indicate that GenAI boosts motivation through immediate, contextualized vocabulary explanations (Xiao & Zhi, 2023). However, learners faced limitations like repetitive feedback (Yang et al., 2025) and unreliable voice recognition, which affected trust (Mompean, 2024).
The study highlights integrating GenAI within pedagogically scaffolded instruction (Park & Kim, 2025). When guided effectively, AI tools promote reflective learning, critical engagement, and greater learner autonomy (Park & Kim, 2025). These insights help TESOL practitioners understand how GenAI can be meaningfully incorporated into communicative vocabulary teaching.
Short summary
This study investigates how 87 university ESL learners experience Generative AI during vocabulary acquisition. We compared groups using English-only versus L1-supported feedback to understand impacts on motivation, confidence, and learner autonomy. Findings reveal that while ChatGPT-4o boosts engagement through contextualized explanations, technical inconsistencies can hinder trust. We provide practitioners with evidence-based strategies to effectively scaffold GenAI tools, helping students overcome usability challenges and fostering deeper, more reflective communicative language learning.
| Scheduling preference | Anytime on Saturday or Sunday |
|---|---|
| Title | The Feedback Loop: ESL Autonomy & Trust in GenAI |