Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study

Authors

  • Nayef Jomaa

    English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences-Salalah, P.O. Box 608, Salalah 211, Sultanate of Oman
  • Rais Attamimi

    English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences-Salalah, P.O. Box 608, Salalah 211, Sultanate of Oman
  • Musallam Al Mahri

    English Language Unit, Preparatory Studies Center, University of Technology and Applied Sciences-Salalah, P.O. Box 608, Salalah 211, Sultanate of Oman

DOI:

https://doi.org/10.30564/fls.v6i5.6968
Received: 30 July 2024 | Revised: 19 August 2024 | Accepted: 27 August 2024 | Published Online: 5 November 2024

Abstract

AI tools have enabled FLLs to navigate their journeys of learning languages. This poses several questions, particularly about the most common AI tools used in learning vocabulary and the attitudes of EFL Omani students toward using AI tools in learning English. A mixed-method research design was utilised, and the sampling included 236 respondents studying in the Sultanate of Oman. An SPSS version 29 was employed in analysing the quantitative data, whereas the qualitative data were analysed thematically. The qualitative data revealed that EFL Omani students depended heavily on Google Translation (44%) as the highest AI tool, followed by the Dictionary Application (32%), ChatGPT (22%), Chat Bot (17.40%), and Duolingo (15.70%). In addition, translating the meaning of a new word occupied the highest learning strategy (frequency: 141), followed by learning new vocabulary (frequency: 134), translating the meaning of a full sentence (frequency: 91), and learning the correct pronunciation of strange words (frequency: 90), whereas learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data showed that the overall mean is (3.67), which reveals a high frequency of use of AI tools in learning vocabulary. The lowest mean (3.45) is associated with trusting the new vocabulary recommended by AI tools, whereas the positive effectiveness of AI tools has the highest mean (3.92).  However, it was found that age, gender, and level of study do not affect EFL Omani students’ use of AI tools to learn vocabulary.

Keywords:

AI Tools; L2 Vocabulary; ELT; FL; Omani Students

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How to Cite

Jomaa, N., Attamimi, R., & Al Mahri, M. (2024). Utilising Artificial Intelligence (AI) in Vocabulary Learning by EFL Omani Students: The Effect of Age, Gender, and Level of Study. Forum for Linguistic Studies, 6(5), 171–186. https://doi.org/10.30564/fls.v6i5.6968

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Vol. 6 , Iss. 5 (November 2024)

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Article

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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