Enhancing EFL Vocabulary Acquisition through AI Applications: Practical Classroom Strategies

Vocabulary acquisition is a fundamental component of English as a Foreign Language (EFL) learning, and recent advances in generative artificial intelligence (GenAI) have created new opportunities to support vocabulary instruction through personalized learning, adaptive feedback, and interactive language practice. Despite these opportunities, the effective integration of GenAI into classroom instruction requires pedagogically appropriate strategies that enable teachers to use these technologies responsibly and effectively. This paper adopts a narrative review approach to examine recent literature on the use of generative AI applications in EFL vocabulary instruction. Relevant empirical and theoretical studies were reviewed based on their focus on EFL/ESL vocabulary learning, AI applications, and recent scholarly publications. The reviewed literature indicates that GenAI supports vocabulary acquisition by providing contextualized input, personalized learning experiences, immediate feedback, and opportunities for meaningful interaction. It also highlights the importance of teacher guidance, AI literacy, prompt literacy, and human-centered pedagogical practices for successful classroom implementation. Based on these findings, the paper proposes practical classroom strategies that help teachers integrate generative AI into vocabulary instruction in an effective, ethical, and pedagogically sound manner. The review suggests that while GenAI has considerable potential to enrich vocabulary learning, its educational value depends on thoughtful instructional design and the active role of teachers in guiding learners' engagement with AI technologies.

کلیدواژه ها:

Generative Artificial Intelligence (GenAI) ، EFL Vocabulary Instruction ، Vocabulary Acquisition ، Artificial Intelligence in Education ، Prompt Literacy ، Classroom Strategies