Arbain Arbain
English Education Department, Universitas Widya Gama Mahakam Samarinda, Samarinda 75243, Indonesia
Fahmi Gunawan
Arabic Language Education, Institut Agama Islam Negeri Kendari, Kendari 93116, Indonesia; Department of Arabic Language Studies, Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, 21300 Kuala Nerus, Terengganu, Malaysia
Gamar Al Haddar
English Education Department, Universitas Widya Gama Mahakam Samarinda, Samarinda 75243, Indonesia
Charli Sitinjak
Psychology Department, Faculty of Humanities, Bina Nusantara University, DKI Jakarta 11480, Indonesia
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.
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Copyright © 2024 Arbain Arbain, Fahmi Gunawan, Gamar Al Haddar , Charli Sitinjak
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