Abstract:
This research explores the attitudes of EFL students toward the use of AI chatbots in vocabulary acquisition. Grounded in vocabulary learning theories that stress the role of exposure, contextualization, and reinforcement, the study investigates how AI chatbots, can enhance language learning. With special attention is given to their ability to provide personalized, interactive learning experiences. A descriptive quantitative research design was adopted, using a questionnaire administered to 43 second-year EFL students at Mohamed Seddik Ben Yahia University in Jijel. The results indicate that a large proportion of students had previously used AI chatbots for learning English and generally held positive views regarding their usefulness in understanding word meanings and increasing engagement and motivation. Despite these favorable perceptions, the study also uncovered several challenges,including concerns about the reliability of information, technical difficulties, and occasional issues with chatbot responses. Overall, while students acknowledge the potential of AI chatbots to support vocabulary acquisition, their successful implementation in educational contexts requires addressing these limitations to maximize their benefits for effective use.
