EFFECTS OF AI-SUPPORTED DIALOGIC TEACHING ON VOCABULARY RETENTION AMONG A2-LEVEL YOUNG LEARNERS
Main Article Content
Abstract
Limited English exposure and conventional vocabulary instruction can hinder young EFL learners’ vocabulary retention. Drawing on Sociocultural Theory (Vygotsky, 1978) and Cognitive Load Theory (Sweller, 1988), this study examined the effects of AI-supported dialogic teaching on vocabulary retention among 40 A2-level young learners. Using a quasi-experimental mixed-methods design, learners were assigned to an experimental group (n = 20), receiving ChatGPT-generated dialogic scenarios and inquiry activities, or a control group (n = 20), receiving Grammar-Translation instruction. Both groups completed pre-, post-, and delayed tests. Post-test results showed no significant difference between the experimental group (M = 88.48) and control group (M = 84.63). However, the delayed test showed a significant advantage for the experimental group, t(38) = 3.43, p = .001, d = 1.08. Learners also perceived the AI-supported activities as useful, engaging, and motivating. Overall, AI-supported dialogic teaching promoted more durable vocabulary retention over time.
Keywords
AI-supported dialogic teaching, ChatGPT, perceived usefulness, young learners, vocabulary retention
Article Details
References
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Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nazim, M., & Alzubi, A. A. F. (2025). Empowering EFL teachers' perceptions of generative AI-mediated self-professionalism. PLOS ONE, 20(6), Article e0326735. https://doi.org/10.1371/journal.pone.0326735
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Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. https://doi.org/10.1057/9780230293977
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., Wu, J., Chen, F., Wang, Z., Li, J., & Wang, L. (2024). Empirical assessment of AI-powered tools for vocabulary acquisition in EFL instruction. IEEE Access, 12, 131892–131905. https://doi.org/10.1109/ACCESS.2024.3446657
Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179–190. https://doi.org/10.1016/j.tsc.2011.08.002
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Zulianti, H., Hastuti, Nurchurifiani, E., Hastomo, T., Maximilian, A., & Ajeng, G. D. (2024). Enhancing novice EFL teachers' competence on AI-assisted tools through TPACK-based professional development program. World Journal of English Language, 15(3), 117–128. https://doi.org/10.5430/wjel.v15n3p117
Alexander, R. J. (2020). A dialogic teaching companion. Routledge.
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). Academic Press.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Cao, Y., Li, S., Liu, Y., Yan, Z., Dai, Y., Yu, P. S., & Sun, L. (2025). A survey of AI-generated content (AIGC). ACM Computing Surveys, 57(5), Article 125, 1–38. https://doi.org/10.1145/3704262
Chow, B. W.-Y., Hui, A. N.-N., Li, Z., & Dong, Y. (2023). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge. Language Teaching Research, 27(6), 1408–1430. https://doi.org/10.1177/1362168820981399
Cohn, C., Rayala, S., Srivastava, N., Fonteles, J. H., Jain, S., Luo, X., Mereddy, D., Mohammed, N., & Biswas, G. (2026). A theory of adaptive scaffolding for LLM-based pedagogical agents. Proceedings of the AAAI Conference on Artificial Intelligence, 40(3), 1757–1765. https://doi.org/10.1609/aaai.v40i3.37154
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. https://doi.org/10.1016/S0022-5371(72)80001-X
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Francis, M. A., & Simpson, M. L. (2009). Vocabulary development. In R. Flippo & D. Caverly (Eds.), Handbook of college reading and study strategy research (2nd ed., pp. 97–120). Taylor & Francis.
Ghalebi, S. R., Sadighi, F., & Bagheri, M. S. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1), Article 1824306. https://doi.org/10.1080/23311908.2020.1824306
Gubrium, J. F., & Holstein, J. A. (2002). From the individual interview to the interview society. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research: Context and method (pp. 3–32). Sage. http://dx.doi.org/10.4135/9781412973588.n3
Hamedi, W. H. W., Ali, F. D. A., Abdullah, W. Y., Ab Hamid, H., Shuhaimi, N. I. M., & Amir, M. M. (2025). AI as a digital scaffold: An integrative review of Vygotsky's zone of proximal development in modern education. International Journal of Modern Education, 7(26), 579–589. https://doi.org/10.35631/IJMOE.726038
Hoang, K. N., Nguyen, T. N. A., Nguyen, T. T. D., & Nguyen, T. L. (2024). Vocabulary learning strategies instruction: A case study of teachers' practices and perceptions. Science and Technology Development Journal, 27(SI), 8–16. https://doi.org/10.32508/stdj.v27iSI.4414
Hockly, N. (2023). Artificial intelligence in English language teaching: The good, the bad and the ugly. RELC Journal, 54(2), 445–451. https://doi.org/10.1177/00336882231168504
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539–558. https://doi.org/10.1111/0023-8333.00164
Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.
Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language Learning, 48(3), 365–391. https://doi.org/10.1111/0023-8333.00046
Li, X., Han, G., Fang, B., & He, J. (2025). Advancing the in-class dialogic quality: Developing an artificial intelligence-supported framework for classroom dialogue analysis. The Asia-Pacific Education Researcher, 34(4), 495–509. https://doi.org/10.1007/s40299-024-00872-z
Lightbown, P. M., & Spada, N. (2013). How languages are learned (3rd ed.). Oxford University Press.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson. https://static.googleusercontent.com/media/edu.google.com/en//pdfs/Intelligence-Unleashed-Publication.pdf
Mercer, N. (2000). Words and minds: How we use language to think together. Psychology Press.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.
Nazim, M., & Alzubi, A. A. F. (2025). Empowering EFL teachers' perceptions of generative AI-mediated self-professionalism. PLOS ONE, 20(6), Article e0326735. https://doi.org/10.1371/journal.pone.0326735
Rama, L., Manickam, S., Davudars, Y., & Tahir, M. H. M. (2026). Exploring the use of AI-generated contextual sentences for English vocabulary acquisition among Malaysian ESL learners. International Journal of Research and Innovation in Social Science, 10(1), 1468–1479. https://doi.org/10.47772/IJRISS.2026.10100119
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan. https://doi.org/10.1057/9780230293977
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, Y., Wu, J., Chen, F., Wang, Z., Li, J., & Wang, L. (2024). Empirical assessment of AI-powered tools for vocabulary acquisition in EFL instruction. IEEE Access, 12, 131892–131905. https://doi.org/10.1109/ACCESS.2024.3446657
Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179–190. https://doi.org/10.1016/j.tsc.2011.08.002
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Zulianti, H., Hastuti, Nurchurifiani, E., Hastomo, T., Maximilian, A., & Ajeng, G. D. (2024). Enhancing novice EFL teachers' competence on AI-assisted tools through TPACK-based professional development program. World Journal of English Language, 15(3), 117–128. https://doi.org/10.5430/wjel.v15n3p117