UNLOCKING LINGUISTIC POTENTIAL OF AI-DRIVEN TOOLS IN VOCABULARY ENHANCEMENT: THROUGH THE LENS OF COLLEGE STUDENTS

English Language Teaching

This study explored the experiences, linguistic potentials, challenges, coping mechanisms, and insights of college students regarding the use of AI-driven tools for vocabulary enhancement. Employing a qualitative phenomenological research design, the study examined the lived experiences of honor students from Davao de Oro State College. Data were collected through in-depth interviews and analyzed using thematic analysis. Guided by Lev Vygotsky’s Sociocultural Theory, particularly the Zone of Proximal Development (ZPD), the study investigated how AI-driven tools support vocabulary learning and linguistic development. Findings revealed that participants perceived AI-driven tools as valuable learning aids that facilitated vocabulary acquisition through personalized explanations, contextualized examples, immediate feedback, and interactive learning opportunities. These features enhanced vocabulary retention, comprehension, learner engagement, and linguistic confidence. Despite these benefits, participants encountered challenges such as information overload, inaccurate or contextually inappropriate responses, overly technical explanations, and potential overreliance on AI-generated outputs. To address these issues, students adopted strategies including prompt refinement, source verification, consultation of traditional references, and peer collaboration. The findings suggest that AI-driven tools possess significant potential to support vocabulary enhancement when used critically and in conjunction with established learning practices. The study underscores the importance of promoting AI literacy and responsible technology integration to maximize linguistic development among learners.

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