The effect of AI-based instruction on vocabulary retention and learner motivation in higher education

Abstract

The study investigated the effects of Grok 5 Artificial Intelligence technology on the student`s motivation level and their vocabulary learning progress. In order to do this, 66 Omani EFL students were split into two groups at random: one that got traditional instruction and Grok 5 exposure, and the other that received conventional instruction alone. The number of students in each group was 33. A motivation questionnaire created by the researchers and piloted appropriately to guarantee the validity and reliability of the questions, as well as vocabulary pretests, posttests, and delayed posttests, was used to gather the necessary data. Although the experimental group's results were substantially different from the control group's after five weeks of treatment, the study's findings validated both groups' initial improvement in the posttest. The experimental group continued to make considerable improvement, but the control group's performance did not significantly vary, according to a thorough examination of the delayed posttest. The research findings would bring advantages to students, teachers and all institutions that offer higher education.