-
5035
-
4821
-
1938
-
1791
-
1474
AI-Driven Vocabulary Acquisition in EFL Higher Education: Interdisciplinary Insights into Technological Innovation, Ethical Challenges, and Equitable Access
DOI:
https://doi.org/10.30564/fls.v7i4.8760Abstract
This study investigates the efficacy, cultural relevance, and ethical implications of AI-driven vocabulary learning tools through a mixed-methods approach combining a PRISMA-guided systematic review of 58 studies and controlled experiments across six global contexts. Results demonstrate that AI tools significantly outperform traditional methods, with a pooled Cohen’s d of 0.61 (95% CI: 0.52–0.70) for retention gains. However, efficacy varies by region: tools tailored to local cultural contexts (e.g., dialect-aware chatbots in Nigeria) achieved effect sizes up to d = 0.85, while culturally generic systems lagged (d = 0.38). The study introduces the Adaptive Contextualized Learning (ACL) framework, a novel pedagogical model emphasizing real-world context embedding, dynamic scaffolding, and cultural resonance. ACL-driven interventions improved proficiency benchmarks by 35% compared to static AI systems, addressing gaps in temporally adaptive and culturally sustaining AI education. Ethical risks, including algorithmic bias (e.g., 23% accuracy drops for non-native accents in speech recognition), were mitigated through the F.A.I.R. Implementation Framework, which prioritizes feedback loops with educators, federated learning for data privacy, and community co-design. Practical guidelines urge educators to integrate AI as supplemental tools, policymakers to fund offline-capable solutions, and developers to adopt modular designs for localization. Limitations include urban-skewed samples and confounding factors such as variable internet access. By bridging AI innovation with equity-centered pedagogy, this study advances theoretical discourse on culturally responsive edtech while offering actionable strategies for ethical AI deployment in diverse educational settings. Future research must prioritize rural adaptations and longitudinal cohorts to ensure inclusive scalability.
Keywords:
Context-Sensitive; Equity; Ethics; Interdisciplinary; VocabularyReferences
[1] Sasikala, P., Ravichandran, R., 2024. Study on the Impact of Artificial Intelligence on Student Learning Outcomes. Journal of Digital Learning and Education. 4(2), 145–155. https://doi.org/10.52562/jdle.v4i2.1234
[2] Grünewald, E., Pallas, F., 2021. TILT: A GDPR-aligned transparency information language and toolkit for practical privacy engineering. Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency; 3–10 March 2021; Virtual Event/Toronto, Canada. pp. 636–646.
[3] Bjork, R.A., Bjork, E.L., 2019. Forgetting as the friend of learning: Implications for teaching and self-regulated learning. Advances in Physiology Education. 43, 164–167.
[4] Vaswani, A., Shazeer, N., Parmar, N., et al., 2017. Attention is all you need. Advances in Neural Information Processing Systems. 30.
[5] Zuo, Y., 2024. Freedom and constraints: English learners' investment in writing through digital multimodal composing. System. 125, 103456. https://doi.org/10.1016/j.system.2024.103456
[6] Jegede, O.O., 2024. Artificial Intelligence and English Language Learning: Exploring the Roles of AI-Driven Tools in Personalizing Learning and Providing Instant Feedback. Universal Library of Languages and Literatures. 1(2). DOI: https://doi.org/10.70315/uloap.ullli.2024.0102002
[7] Liu, G.L., Darvin, R., Ma, C., 2024. Exploring AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation of Chinese EFL learners' AI adoption and experiences. Computer Assisted Language Learning. 1–29. DOI: https://doi.org/10.1080/09588221.2024.2310288
[8] Alharbi, J.M., 2025. Adoption of Artificial Intelligence Tools for English Language Learning Among Saudi EFL University Students: The Moderating Role of Faculty. Journal of Ecohumanism. 4, 804–819.
[9] Alqahtani, T., Badreldin, H.A., Alrashed, M., et al., 2023. The emergent role of artificial intelligence, natural learning processing, and large language models in higher education and research. Research in Social and Administrative Pharmacy. 19, 1236–1242. DOI: https://doi.org/10.1016/j.sapharm.2023.05.016
[10] Zhang, Z., Huang, X., 2024. The impact of chatbots based on large language models on second language vocabulary acquisition. Heliyon. 10, e25370. DOI: https://doi.org/10.1016/j.heliyon.2024.e25370
[11] Javaid, Z.K., 2024. A systematic review on cognitive and motivational impact on English language learning through artificial intelligence. International Journal of Literature, Linguistics and Translation Studies. 4(1). DOI: https://doi.org/10.37605/ijllts.v4i1.4
[12] World Bank, 2024. EdTech in low-income countries: Challenges and opportunities.
[13] Nikolinakos, N.T., 2023. EU policy and legal framework for Artificial intelligence, Robotics and related Technologies-the AI Act. Springer: Berlin, Germany.
[14] Kalauova, S., Omanov, P., 2024. Leveraging AI tools and technologies for enhanced vocabulary development in foreign language learners. Modern Science and Research. 3, 124–130.
[15] Muthmainnah, M., Cardoso, L., Alsbbagh, Y.A.M.R., et al., 2024. Advancing sustainable learning by boosting student self-regulated learning and feedback through AI-driven personalized in EFL education. Proceedings of the International Conference on Explainable Artificial Intelligence in the Digital Sustainability; 15–17 June 2024; Springer: Berlin, Germany. pp. 36–54.
[16] Wei-Xun, L., Jia-Ying, Z., 2024. Impact of AI-Driven Language Learning Apps on Vocabulary Acquisition among English Learners. Research Studies in English Language Teaching and Learning. 2(1), 1–11. https://doi.org/10.62583/rseltl.v2i1.32
[17] AbuSahyon, A., Alzyoud, A., Alshorman, O., et al., 2023. AI-driven technology and Chatbots as tools for enhancing English language learning in the context of second language acquisition: a review study. International Journal of Membrane Science and Technology. 10, 1209–1223.
[18] 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. DOI: https://doi.org/10.30564/fls.v6i5.6968
[19] Moybeka, A.M., Syariatin, N., Tatipang, D.P., et al., 2023. Artificial Intelligence and English classroom: the implications of AI toward EFL students' motivation. Edumaspul: Jurnal Pendidikan. 7(2), 2444–2454.
[20] Min, C.J., 2024. The use of AI and ChatGPT in teaching synonyms to EFL students. Research Studies in English Language Teaching and Learning. 2, 187–207. DOI: https://doi.org/10.62583/rseltl.v2i4.53
[21] Ngo, T., 2024. The use of ChatGPT for vocabulary acquisition: A literature review. DOI: http://dx.doi.org/10.2139/ssrn.5059052
[22] Luo, J., Qiu, L., 2024. Review of artificial intelligence-based tools in EFL classroom. Arts Culture and Language. 1(7). DOI: https://doi.org/10.61173/s266nr95
[23] Elkot MA, Youssif E, Elmahdi OEH, AbdAlgane M, Ali R. Generative conversational AI: Active practices for fostering students with mild intellectual disabilities to improve English communication skills. Contemp Educ Technol. 2025;17(1):ep549.
[24] Atcheson A, Khan O, Siemann B, Jain A, Karahalios K. "I'd never actually realized how big an impact it had until now": perspectives of university students with disabilities on generative artificial intelligence. 2025.
[25] Hago Elmahdi, O.E., AbdAlgane, M., Saeed Balla, A.A., 2024. AI’s role in EFL: optimizing opportunities while mitigating risks. International Journal of Languages, Literature and Linguistics. 7(10).
[26] Elmahdi, O. Elsheikh Hago, AbdAlgane, M., Othman, K. Abdurrahman JabIR Promoting Inclusion and Motivation in EFL Learning: Strategies for Success. Teaching English Language, 2024; 18(1): 127-158. DOI: 10.22132/tel.2024.429625.1542
Downloads
How to Cite
Issue
Article Type
License
Copyright © 2025 Omer Elsheikh Hago Elmahdi, Asjad Ahmed Saeed Balla, Abbas Hussein Abdelrady, Eshraga Othman , Awwad Othman Abdelaziz Ahmed

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.