Exploring the Lexical Approach for Vocabulary Learning through AI-Driven Feedback
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| Title: | Exploring the Lexical Approach for Vocabulary Learning through AI-Driven Feedback |
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| Language: | English |
| Authors: | Montri Tangpijaikul |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2025 18(1):1015-1038. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Computer Software, Technology Integration, Teaching Methods, Second Language Instruction, Second Language Learning, English (Second Language), Feedback (Response), Instructional Effectiveness, Linguistic Input, Vocabulary Development, Language Proficiency, Word Lists, Majors (Students), Undergraduate Students, Foreign Countries, Grammar, Error Analysis (Language) |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Despite the significant impact of the lexical approach for vocabulary learning, its classroom implementation has not been uniform. While related activities share the common Observe-Hypothesize-Experiment (OHE) elements, practitioners and researchers do not highlight how language input from the observing stage is turned into output and at what stage of learning it is likely to be most challenging for learners. The article reports on one classroom action research conducted on two groups of non-English-speaking university students. This present study investigates whether language proficiency plays a role and which stage of the OHE learning process deserves special attention. Different types of learning behaviors were found, and pedagogical implications that contribute to implementation of the approach are discussed. The paper argues that the OHE paradigm is not complete without immediate feedback, a component that has historically been impractical in formal EFL contexts and that AI-driven feedback should fill in the gap by enhancing the effectiveness of the lexical approach. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1470709 |
| Database: | ERIC |
| Abstract: | Despite the significant impact of the lexical approach for vocabulary learning, its classroom implementation has not been uniform. While related activities share the common Observe-Hypothesize-Experiment (OHE) elements, practitioners and researchers do not highlight how language input from the observing stage is turned into output and at what stage of learning it is likely to be most challenging for learners. The article reports on one classroom action research conducted on two groups of non-English-speaking university students. This present study investigates whether language proficiency plays a role and which stage of the OHE learning process deserves special attention. Different types of learning behaviors were found, and pedagogical implications that contribute to implementation of the approach are discussed. The paper argues that the OHE paradigm is not complete without immediate feedback, a component that has historically been impractical in formal EFL contexts and that AI-driven feedback should fill in the gap by enhancing the effectiveness of the lexical approach. |
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| ISSN: | 2630-0672 2672-9431 |
