Empowering Omani EFL Learners through AI-Based Vocabulary Instruction: Reimagining Next Generation

Abstract

This study emphasizes the role of Artificial Intelligence (AI) in aiding Omani students in the General Foundation Program to learn English as a Foreign Language (EFL). Despite the growing use of AI tools like ChatGPT, Google Translate, and Grammarly, there is limited research in Oman on learners' attitudes and the implications of AI for vocabulary instruction.  A mixed-methods research design was used, and the sample comprised 151 respondents studying in the Sultanate of Oman. SPSS version 29 was used to analyze the quantitative data. The qualitative data revealed that EFL Omani students relied heavily on ChatGPT (49.7%) as the most widely used AI tool, followed by Google Translate (21.2%), Gemini AI (17.9%), Grammarly (6.6%).  In addition, the trust in AI (frequency: 60), followed by cross-checking the meaning with other reliable resources (frequency: 67), learner autonomy (frequency: 67), and academic honesty (frequency: 64), but  learning grammar, enhancing writing and reading skills had the lowest frequency. The quantitative data indicate an overall mean score of 3.67, suggesting a high frequency of AI tool use for vocabulary learning. The lowest mean score, 3.45, corresponds to the students' trust in the new vocabulary suggested by AI tools. In contrast, the effectiveness of AI tools received the highest mean score of 3.92. Additionally, it was found that AI tools, learners' attitudes and challenges, learning strategies, digital literacy, and how factors such as gender and academic level affect AI-assisted vocabulary learning in EFL Omani students were examined for vocabulary acquisition.