pág. 4873
EXPLORING THE EFFECT OF CHATGPT AS AN
EDUCATIONAL TOOL TO IMPROVE
VOCABULARY ACQUISITION IN THE ENGLISH
LANGUAGE
EXPLORANDO EL EFECTO DEL CHATGPT COMO
HERRAMIENTA EDUCATIVA PARA MEJORAR LA
ADQUISICIÓN DE VOCABULARIO EN EL IDIOMA INGLÉS
Bertha Valeria Durazno Abril1
Universidad Estatal del Milagro
Katherin Mireya Díaz Carlosama
Universidad Estatal del Milagro
Jorge Francisco Zambrano Pachay
Universidad Estatal del Milagro
pág. 4874
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16190
Exploring the Effect of ChatGPT as an Educational Tool to Improve
Vocabulary Acquisition in the English Language
Bertha Valeria Durazno Abril1
bduraznoa@unemi.edu.ec
https://orcid.org/0009-0005-9927-0709
Universidad Estatal del Milagro
Ecuador
Katherin Mireya Díaz Carlosama
kdiazc5@unemi.edu.ec
https://orcid.org/0009-0005-7683-513X
Universidad Estatal del Milagro
Ecuador
Jorge Francisco Zambrano Pachay
jzambranop10@unemi.edu.ec
https://orcid.org/0000-0001-9456-2765
Universidad Estatal del Milagro
Ecuador
ABSTRACT
The present study aims to explore the effect of using ChatGPT as an educational tool to improve the
acquisition of English vocabulary in first-year students of an educational institution in Lago Agrio. A mixed
methodology was used with instruments such as pre-test, post-test and a questionnaire. The instruments
were applied to 60 high school students who were divided into two groups: experimental group and control
group. The control group received traditional teaching in the classroom while the experimental group
received teaching using Chat GPT as the main instrument in the computer center. For 4 weeks, evaluations
were carried out before and after the intervention to measure the effectiveness of Chat GPT in the
acquisition of vocabulary in students. Statistical analysis, including paired t-tests, mean and standard
deviation, revealed significant improvements in the experimental group, with an increase in scores from
7.52 to 8.83 in pre-test and post-test. Additionally, students' perception of the use of ChatGPT is, in general,
positive and they consider that this tool has been very beneficial in motivating them to learn the language
and use it appropriately for learning English. However, it is important to emphasize that the proper use of
this tool requires that students have clear learning objectives.
Key words: chatgpt, english language learning, vocabulary, perceptions
1 Autor principal
Correspondencia: bduraznoa@unemi.edu.ec
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16190
Exploring the Effect of ChatGPT as an Educational Tool to Improve
Vocabulary Acquisition in the English Language
Bertha Valeria Durazno Abril1
bduraznoa@unemi.edu.ec
https://orcid.org/0009-0005-9927-0709
Universidad Estatal del Milagro
Ecuador
Katherin Mireya Díaz Carlosama
kdiazc5@unemi.edu.ec
https://orcid.org/0009-0005-7683-513X
Universidad Estatal del Milagro
Ecuador
Jorge Francisco Zambrano Pachay
jzambranop10@unemi.edu.ec
https://orcid.org/0000-0001-9456-2765
Universidad Estatal del Milagro
Ecuador
ABSTRACT
The present study aims to explore the effect of using ChatGPT as an educational tool to improve the
acquisition of English vocabulary in first-year students of an educational institution in Lago Agrio. A mixed
methodology was used with instruments such as pre-test, post-test and a questionnaire. The instruments
were applied to 60 high school students who were divided into two groups: experimental group and control
group. The control group received traditional teaching in the classroom while the experimental group
received teaching using Chat GPT as the main instrument in the computer center. For 4 weeks, evaluations
were carried out before and after the intervention to measure the effectiveness of Chat GPT in the
acquisition of vocabulary in students. Statistical analysis, including paired t-tests, mean and standard
deviation, revealed significant improvements in the experimental group, with an increase in scores from
7.52 to 8.83 in pre-test and post-test. Additionally, students' perception of the use of ChatGPT is, in general,
positive and they consider that this tool has been very beneficial in motivating them to learn the language
and use it appropriately for learning English. However, it is important to emphasize that the proper use of
this tool requires that students have clear learning objectives.
Key words: chatgpt, english language learning, vocabulary, perceptions
1 Autor principal
Correspondencia: bduraznoa@unemi.edu.ec
pág. 4875
Explorando el Efecto del ChatGPT como Herramienta Educativa para Mejorar
la Adquisición de Vocabulario en el Idioma Inglés
RESUMEN
El presente estudio tiene como objetivo explorar el efecto del uso de ChatGPT como herramienta educativa
para mejorar la adquisición de vocabulario en inglés en estudiantes de primer año de una institución
educativa de Lago Agrio. Se utilizó una metodología mixta con instrumentos como pre-test, post-test y un
cuestionario. Los instrumentos fueron aplicados a 60 estudiantes de secundaria que fueron divididos en dos
grupos: grupo experimental y grupo control. El grupo control recibió enseñanza tradicional en el aula
mientras que el grupo experimental recibió enseñanza utilizando Chat GPT como instrumento principal en
el centro de cómputo. Durante 4 semanas, se realizaron evaluaciones antes y después de la intervención
para medir la efectividad de Chat GPT en la adquisición de vocabulario en los estudiantes. El análisis
estadístico, incluyendo pruebas t pareadas, media y desviación estándar, reveló mejoras significativas en el
grupo experimental, con un aumento de puntajes de 7.52 a 8.83 en pre-test y post-test. Adicionalmente, la
percepción de los estudiantes sobre el uso de ChatGPT es, en general, positiva y consideran que esta
herramienta ha sido muy beneficiosa para motivarlos a aprender el idioma y usarlo adecuadamente para el
aprendizaje del inglés. Sin embargo, es importante destacar que el uso adecuado de esta herramienta
requiere que los estudiantes tengan claros los objetivos de aprendizaje.
Palabras clave: chatgpt, vocabulario, idioma inglés, percepciones
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 enero 2025
Explorando el Efecto del ChatGPT como Herramienta Educativa para Mejorar
la Adquisición de Vocabulario en el Idioma Inglés
RESUMEN
El presente estudio tiene como objetivo explorar el efecto del uso de ChatGPT como herramienta educativa
para mejorar la adquisición de vocabulario en inglés en estudiantes de primer año de una institución
educativa de Lago Agrio. Se utilizó una metodología mixta con instrumentos como pre-test, post-test y un
cuestionario. Los instrumentos fueron aplicados a 60 estudiantes de secundaria que fueron divididos en dos
grupos: grupo experimental y grupo control. El grupo control recibió enseñanza tradicional en el aula
mientras que el grupo experimental recibió enseñanza utilizando Chat GPT como instrumento principal en
el centro de cómputo. Durante 4 semanas, se realizaron evaluaciones antes y después de la intervención
para medir la efectividad de Chat GPT en la adquisición de vocabulario en los estudiantes. El análisis
estadístico, incluyendo pruebas t pareadas, media y desviación estándar, reveló mejoras significativas en el
grupo experimental, con un aumento de puntajes de 7.52 a 8.83 en pre-test y post-test. Adicionalmente, la
percepción de los estudiantes sobre el uso de ChatGPT es, en general, positiva y consideran que esta
herramienta ha sido muy beneficiosa para motivarlos a aprender el idioma y usarlo adecuadamente para el
aprendizaje del inglés. Sin embargo, es importante destacar que el uso adecuado de esta herramienta
requiere que los estudiantes tengan claros los objetivos de aprendizaje.
Palabras clave: chatgpt, vocabulario, idioma inglés, percepciones
Artículo recibido 09 enero 2025
Aceptado para publicación: 13 enero 2025
pág. 4876
INTRODUCTION
Vocabulary learning is an important process in language learning because it influences the progress of the
study and influences communication skills. Therefore, mastering English is crucial to effective
communication (Carter & Mccarthy, 2014). Along the same lines, Wei (2021) mentions that since a word
goes through several stages before moving on to the active part of the vocabulary, methods for strengthening
passive words must be developed to assist teachers in their practice. In the digital age, the integration of
innovative technologies in the classroom has opened up new opportunities to enrich the teaching-learning
process that has facilitated the introduction of digital tools, materials, devices, systems, and strategies to
achieve the desired learning objectives. In this context, ChatGPT (generative pre-trained transformer), an
artificial intelligence model developed by OpenAI, is a promising tool for students to improve their English
vocabulary because it can generate ideas, personalized exercises, error correction, and so on. (Ho, 2024).
Thus, this study explores the effect of using ChatGPT as an educational tool to improve first-year students’
English vocabulary acquisition.
This study arose from the need to understand how integrating the digital tool ChatGPT impacts the
vocabulary acquisition process of first-year high school students with an A2.2 level. Therefore, this study
is important because it compares traditional teaching to technological teaching, with ChatGPT serving as
the main digital tool. In this regard, Cahyono and Widiati (2015) point out that traditional EFL teaching is
characterized by teachers being the source of knowledge and students being the receivers. However, this
concept has changed and students are now the protagonists of their learning while teachers have adopted
roles that facilitate learning both inside and outside of the classroom by incorporating technology to achieve
learning objectives. Additionally, this study compares pre-test and post-test assessments, allowing us to
know the impact of using ChatGPT on vocabulary improvement, the difference between the previous and
subsequent scores after using the tool, and students' perceptions of its use. Therefore, this work has
evaluated the effectiveness of ChatGPT as an educational resource for better understanding the dynamics
of language learning in an increasingly digitalized environment. The findings will provide valuable
information on how ChatGPT improves vocabulary acquisition and will guide teachers in the
implementation of technologies that optimize vocabulary learning in English.
INTRODUCTION
Vocabulary learning is an important process in language learning because it influences the progress of the
study and influences communication skills. Therefore, mastering English is crucial to effective
communication (Carter & Mccarthy, 2014). Along the same lines, Wei (2021) mentions that since a word
goes through several stages before moving on to the active part of the vocabulary, methods for strengthening
passive words must be developed to assist teachers in their practice. In the digital age, the integration of
innovative technologies in the classroom has opened up new opportunities to enrich the teaching-learning
process that has facilitated the introduction of digital tools, materials, devices, systems, and strategies to
achieve the desired learning objectives. In this context, ChatGPT (generative pre-trained transformer), an
artificial intelligence model developed by OpenAI, is a promising tool for students to improve their English
vocabulary because it can generate ideas, personalized exercises, error correction, and so on. (Ho, 2024).
Thus, this study explores the effect of using ChatGPT as an educational tool to improve first-year students’
English vocabulary acquisition.
This study arose from the need to understand how integrating the digital tool ChatGPT impacts the
vocabulary acquisition process of first-year high school students with an A2.2 level. Therefore, this study
is important because it compares traditional teaching to technological teaching, with ChatGPT serving as
the main digital tool. In this regard, Cahyono and Widiati (2015) point out that traditional EFL teaching is
characterized by teachers being the source of knowledge and students being the receivers. However, this
concept has changed and students are now the protagonists of their learning while teachers have adopted
roles that facilitate learning both inside and outside of the classroom by incorporating technology to achieve
learning objectives. Additionally, this study compares pre-test and post-test assessments, allowing us to
know the impact of using ChatGPT on vocabulary improvement, the difference between the previous and
subsequent scores after using the tool, and students' perceptions of its use. Therefore, this work has
evaluated the effectiveness of ChatGPT as an educational resource for better understanding the dynamics
of language learning in an increasingly digitalized environment. The findings will provide valuable
information on how ChatGPT improves vocabulary acquisition and will guide teachers in the
implementation of technologies that optimize vocabulary learning in English.
pág. 4877
In order to understand the current panorama of ChatGPT as a technological tool to improve vocabulary in
EFL classrooms, it is necessary to review the existing literature on this topic. Accordingly, the following
issues are explored in the following lines: EFL vocabulary, chatbots in foreign language education, and
ChatGPT in specific foreign language teaching scenarios.
VOCABULARY
According to Susanto (2017) state that vocabulary is one of the language elements required for mastery and
is defined as a set of words in a specific language. For Elyas & Alfaki (2014) mention that teaching
vocabulary is the selection and presentation of "lexis" or words to students to allow students to understand
individual, unknown words, expressions, and phrases that are used by speakers of that language in order to
use them successfully for communicative purposes. Thus, a good command of vocabulary favors the
mastery of each of the linguistic skills, both receptive (listening and reading) and productive (speaking and
writing).
Furthermore, vocabulary can be classified into different categories, such as active vocabulary, which are
the words that a person uses regularly, and passive vocabulary, which are the words that a person recognizes
and understands but does not use frequently (Carter & McCarthy, 2014). In this regard, Nurutdinova et al.
(2020) mention that active vocabulary is the words that are easily used and clearly understood by an
individual when speaking and writing and are called “productive,” while passive vocabulary is made up of
the words that an individual recognizes when reading or listening, but rarely uses when speaking and writing
and is known as “receptive” or “recognition” vocabulary. Thus, vocabulary acquisition and development
are essential in language learning since a wide and varied vocabulary contributes to better understanding
and expression of the language.
Chatbots in foreign language education
Chatbots are the most advanced technological tools that can be beneficial in language learning since they
can be used inside and outside of class to help students develop their speaking, reading, writing, and
listening skills, among other language-related abilities (Gayed et al., 2022). In this regard, Ashfaque et al.
(2020) point out that one of the advantages of chatbots in EFL learning is their ability to simulate human-
like oral and written conversations through human-computer interaction. In this way, interaction with
In order to understand the current panorama of ChatGPT as a technological tool to improve vocabulary in
EFL classrooms, it is necessary to review the existing literature on this topic. Accordingly, the following
issues are explored in the following lines: EFL vocabulary, chatbots in foreign language education, and
ChatGPT in specific foreign language teaching scenarios.
VOCABULARY
According to Susanto (2017) state that vocabulary is one of the language elements required for mastery and
is defined as a set of words in a specific language. For Elyas & Alfaki (2014) mention that teaching
vocabulary is the selection and presentation of "lexis" or words to students to allow students to understand
individual, unknown words, expressions, and phrases that are used by speakers of that language in order to
use them successfully for communicative purposes. Thus, a good command of vocabulary favors the
mastery of each of the linguistic skills, both receptive (listening and reading) and productive (speaking and
writing).
Furthermore, vocabulary can be classified into different categories, such as active vocabulary, which are
the words that a person uses regularly, and passive vocabulary, which are the words that a person recognizes
and understands but does not use frequently (Carter & McCarthy, 2014). In this regard, Nurutdinova et al.
(2020) mention that active vocabulary is the words that are easily used and clearly understood by an
individual when speaking and writing and are called “productive,” while passive vocabulary is made up of
the words that an individual recognizes when reading or listening, but rarely uses when speaking and writing
and is known as “receptive” or “recognition” vocabulary. Thus, vocabulary acquisition and development
are essential in language learning since a wide and varied vocabulary contributes to better understanding
and expression of the language.
Chatbots in foreign language education
Chatbots are the most advanced technological tools that can be beneficial in language learning since they
can be used inside and outside of class to help students develop their speaking, reading, writing, and
listening skills, among other language-related abilities (Gayed et al., 2022). In this regard, Ashfaque et al.
(2020) point out that one of the advantages of chatbots in EFL learning is their ability to simulate human-
like oral and written conversations through human-computer interaction. In this way, interaction with
pág. 4878
chatbots allows educational content to be adapted to the individual needs of each student, through which
students learn at their own pace by receiving resources that are specific to their learning styles and levels.
In the educational field, artificial intelligence (AI)-based systems provide personalized teaching based on
students' abilities, interests, and learning styles as their systems employ algorithms to assess student data
and recommend personalized learning paths (Santos & Boticario, 2012). In addition, some research has
found that students' motivation, creativity, self-confidence, and interest in learning have increased after
using AI chatbots. However, the use of chatbots is not only beneficial; it is also necessary to remember that
their use must be consistent with the learning objectives and under the supervision of the instructor, as
improper use can cause students to become distracted or misinterpret the information provided (Jiang,
2022).
Chat gpt in specific foreign language teaching scenarios
According to Klimova et al. (2024) ChatGPT is one of the most advanced AI-powered available today and
is characterized by imitating human interaction and providing resources that motivate and creatively
support EFL learning. Among its functions in language learning include interpreting the meaning of a word
based on context and meaning, detecting and clarifying grammatical errors, writing texts of various genres,
developing questionnaires, model sentences, and translation (Kohnke et al., 2023). In this way, ChatGPT
is a versatile tool that can create collaborative learning environments, acting as a virtual instructor to provide
immediate feedback on detected vocabulary, grammar, and pronunciation errors (García et al., 2021).
Given ChatGPT’s ability to simulate real-life EFL scenarios, learners can create and engage in oral and
written dialogues with AI in a safe and trustworthy environment that allows students to learn at their own
pace, without judgement, while also becoming familiar with the target language's vocabulary and
grammatical structures (Barrot, 2023). For example, Aldowsari and Aljebreen (2024) conducted quasi-
experimental research to determine the impact of using a ChatGPT-based application in improving
vocabulary learning among high school students and found that students in the experimental group who
received instruction through ChatGPT had significantly better vocabulary than those in the control group
who received traditional instruction.
Along the same lines, Algraini (2024) investigated Saudi EFL learners’ perceptions of the effect of using
ChatGPT on their vocabulary enrichment; the results revealed that ChatGPT enabled students to learn
chatbots allows educational content to be adapted to the individual needs of each student, through which
students learn at their own pace by receiving resources that are specific to their learning styles and levels.
In the educational field, artificial intelligence (AI)-based systems provide personalized teaching based on
students' abilities, interests, and learning styles as their systems employ algorithms to assess student data
and recommend personalized learning paths (Santos & Boticario, 2012). In addition, some research has
found that students' motivation, creativity, self-confidence, and interest in learning have increased after
using AI chatbots. However, the use of chatbots is not only beneficial; it is also necessary to remember that
their use must be consistent with the learning objectives and under the supervision of the instructor, as
improper use can cause students to become distracted or misinterpret the information provided (Jiang,
2022).
Chat gpt in specific foreign language teaching scenarios
According to Klimova et al. (2024) ChatGPT is one of the most advanced AI-powered available today and
is characterized by imitating human interaction and providing resources that motivate and creatively
support EFL learning. Among its functions in language learning include interpreting the meaning of a word
based on context and meaning, detecting and clarifying grammatical errors, writing texts of various genres,
developing questionnaires, model sentences, and translation (Kohnke et al., 2023). In this way, ChatGPT
is a versatile tool that can create collaborative learning environments, acting as a virtual instructor to provide
immediate feedback on detected vocabulary, grammar, and pronunciation errors (García et al., 2021).
Given ChatGPT’s ability to simulate real-life EFL scenarios, learners can create and engage in oral and
written dialogues with AI in a safe and trustworthy environment that allows students to learn at their own
pace, without judgement, while also becoming familiar with the target language's vocabulary and
grammatical structures (Barrot, 2023). For example, Aldowsari and Aljebreen (2024) conducted quasi-
experimental research to determine the impact of using a ChatGPT-based application in improving
vocabulary learning among high school students and found that students in the experimental group who
received instruction through ChatGPT had significantly better vocabulary than those in the control group
who received traditional instruction.
Along the same lines, Algraini (2024) investigated Saudi EFL learners’ perceptions of the effect of using
ChatGPT on their vocabulary enrichment; the results revealed that ChatGPT enabled students to learn
pág. 4879
adequately through precise definitions, explanations, and examples based on context, causing students to
enrich their vocabulary and interact in real-time. Consequently, the present study aligns with the trend
towards personalization of learning by showing how ChatGPT can be used for specific learning objectives,
in this case, improving vocabulary and adapting to the individual needs of students. This is an important
advance compared to more homogeneous approaches that ignore individual differences in learning.
Regarding the context, this research was conducted in a contemporary educational context that is constantly
evolving due to the integration of technology with the teaching-learning process.
Throughout history, traditional EFL teaching has increasingly lost its teacher focus, and instead, more
communicative methods have emerged that focus on the student and include technological tools in the
classroom. Thus, conducting this research with ChatGPT as the primary teaching tool represents a
significant step forward in this evolution because it creates opportunities and personalizes language
learning. Additionally, evaluating the impact of ChatGPT on students' academic performance enables us to
better understand students' perceptions and experiences when using this tool in their educational process.
METHODOLOGY
The methodology used in this study was mixed with qualitative and quantitative approaches combined in
the investigation to provide a comprehensive understanding of the object of study. Through the qualitative
approach, information was obtained from interviews regarding the students' perceptions and experiences of
using ChatGPT. In contrast, with the quantitative approach, numerical data was obtained from standardized
tests that measured the vocabulary acquired by the students before and after the intervention with ChatGPT.
In addition, a quasi-experimental design was applied, through which the inclusion of multiple data
collection methods was allowed and also allowed the evaluation of the effect of ChatGPT on vocabulary
acquisition by comparing groups that used the tool to those that did not, but without random assignment of
participants to control and experimental groups. On the other hand, the nature of the study was exploratory,
with the hypothesis and research questions posed at the beginning of this study being answered. Similarly,
this type of research allowed for the collection of qualitative and quantitative data, resulting in a more
complete understanding of the impact of ChatGPT on vocabulary learning.
The current study was conducted in accordance with the ethical guidelines for working with minor students
and with the parents' consent and approval of the administration of the educational institution.
adequately through precise definitions, explanations, and examples based on context, causing students to
enrich their vocabulary and interact in real-time. Consequently, the present study aligns with the trend
towards personalization of learning by showing how ChatGPT can be used for specific learning objectives,
in this case, improving vocabulary and adapting to the individual needs of students. This is an important
advance compared to more homogeneous approaches that ignore individual differences in learning.
Regarding the context, this research was conducted in a contemporary educational context that is constantly
evolving due to the integration of technology with the teaching-learning process.
Throughout history, traditional EFL teaching has increasingly lost its teacher focus, and instead, more
communicative methods have emerged that focus on the student and include technological tools in the
classroom. Thus, conducting this research with ChatGPT as the primary teaching tool represents a
significant step forward in this evolution because it creates opportunities and personalizes language
learning. Additionally, evaluating the impact of ChatGPT on students' academic performance enables us to
better understand students' perceptions and experiences when using this tool in their educational process.
METHODOLOGY
The methodology used in this study was mixed with qualitative and quantitative approaches combined in
the investigation to provide a comprehensive understanding of the object of study. Through the qualitative
approach, information was obtained from interviews regarding the students' perceptions and experiences of
using ChatGPT. In contrast, with the quantitative approach, numerical data was obtained from standardized
tests that measured the vocabulary acquired by the students before and after the intervention with ChatGPT.
In addition, a quasi-experimental design was applied, through which the inclusion of multiple data
collection methods was allowed and also allowed the evaluation of the effect of ChatGPT on vocabulary
acquisition by comparing groups that used the tool to those that did not, but without random assignment of
participants to control and experimental groups. On the other hand, the nature of the study was exploratory,
with the hypothesis and research questions posed at the beginning of this study being answered. Similarly,
this type of research allowed for the collection of qualitative and quantitative data, resulting in a more
complete understanding of the impact of ChatGPT on vocabulary learning.
The current study was conducted in accordance with the ethical guidelines for working with minor students
and with the parents' consent and approval of the administration of the educational institution.
pág. 4880
Consequently, the participants of this study were 60 first-year bachillerato students from parallel A and B,
all 15 years old, from an educational institution. These students had been receiving English as an academic
subject since basic education. This institution has a computer room where the implementation of ChatGPT
was carried out for four weeks. Each class consisted of approximately 30 students. The participants were
divided into two groups: an experimental group and a control group. The 30 students of parallel A who
formed the experimental group received three hours per week of English instruction in computer room
using ChatGPT as the main tool focusing on developing and improving student performance vocabulary.
On the other hand, the 30 students in parallel B served as the control group, receiving traditional instruction
in a regular classroom without technological aids.
The instruments applied to both groups were pre-test and post-test which were designed to assess
vocabulary acquisition and retention. The pretest was administered at the beginning of the study to establish
a baseline. In contrast, the posttest was administered four weeks after the intervention to measure the effects
of ChatGPT on vocabulary acquisition in the experimental group while in the control group the pre-test is
carried out in order to compare data. The tests contained reading comprehension, grammar, vocabulary,
and writing activities with multiple choice questions, completion, and short oral responses. This measured
the students' receptive and productive vocabulary before and after the intervention. In addition, in the
experimental group, a survey with a Likert scale was administered to determine the impact of ChatGPT on
vocabulary acquisition, performance, and student perception.
Data was collected over twelve sessions, each lasting 45 minutes. The pretest and posttest were given to
both groups of students in sessions 1 and 12, while the activities set up for both the control and experimental
groups were carried out in sessions 2 through 11. The pretest, administered in the classrooms with the main
teacher, was the first instrument used to assess both groups' existing knowledge of the target vocabulary.
From the second to the tenth session, the experimental group received classes in the computer center
through ChatGPT, where students worked in pairs on computers with Internet access. Each lesson lasted
45 minutes and included activities in Chat GPT, such as writing paragraphs, completing vocabulary quizzes,
creating sentences, themed vocabulary lists, and reading comprehension activities. Following each activity,
students were required to write down the new vocabulary they had learned in their notebooks and receive
feedback from the teacher.
Consequently, the participants of this study were 60 first-year bachillerato students from parallel A and B,
all 15 years old, from an educational institution. These students had been receiving English as an academic
subject since basic education. This institution has a computer room where the implementation of ChatGPT
was carried out for four weeks. Each class consisted of approximately 30 students. The participants were
divided into two groups: an experimental group and a control group. The 30 students of parallel A who
formed the experimental group received three hours per week of English instruction in computer room
using ChatGPT as the main tool focusing on developing and improving student performance vocabulary.
On the other hand, the 30 students in parallel B served as the control group, receiving traditional instruction
in a regular classroom without technological aids.
The instruments applied to both groups were pre-test and post-test which were designed to assess
vocabulary acquisition and retention. The pretest was administered at the beginning of the study to establish
a baseline. In contrast, the posttest was administered four weeks after the intervention to measure the effects
of ChatGPT on vocabulary acquisition in the experimental group while in the control group the pre-test is
carried out in order to compare data. The tests contained reading comprehension, grammar, vocabulary,
and writing activities with multiple choice questions, completion, and short oral responses. This measured
the students' receptive and productive vocabulary before and after the intervention. In addition, in the
experimental group, a survey with a Likert scale was administered to determine the impact of ChatGPT on
vocabulary acquisition, performance, and student perception.
Data was collected over twelve sessions, each lasting 45 minutes. The pretest and posttest were given to
both groups of students in sessions 1 and 12, while the activities set up for both the control and experimental
groups were carried out in sessions 2 through 11. The pretest, administered in the classrooms with the main
teacher, was the first instrument used to assess both groups' existing knowledge of the target vocabulary.
From the second to the tenth session, the experimental group received classes in the computer center
through ChatGPT, where students worked in pairs on computers with Internet access. Each lesson lasted
45 minutes and included activities in Chat GPT, such as writing paragraphs, completing vocabulary quizzes,
creating sentences, themed vocabulary lists, and reading comprehension activities. Following each activity,
students were required to write down the new vocabulary they had learned in their notebooks and receive
feedback from the teacher.
pág. 4881
On the other hand, the control group did vocabulary exercises, repetition exercises, and visual exercises
using flash cards. Then, in session 12, the post-test, which had the same format as the pre-test, was used to
evaluate the students' performance after they had received vocabulary-focused instruction. These tests were
scored out of 10 using an evaluation rubric. Both results were compared and allowed to determine whether
there was a significant improvement in vocabulary. As a final step, the Likert scale was applied to the
experimental group in which the students evaluated the usefulness of the ChatGPT tool in improving their
vocabulary. This survey consisted of 15 questions divided into three sections with the following parameters:
strongly agree, agree, neutral, disagree, and strongly disagree. The first section included five statements to
determine the impact of using ChatGPT on vocabulary improvement. Similarly, the second section focused
on understanding the distinction between pre-test and post-test punctuation, while the third section focused
on students' attitudes towards this digital tool. Data analysis was performed using Excel, and the results
were interpreted using descriptive statistics (mean standard deviation) to determine the intervention's
effectiveness. Paired t-tests were used to compare vocabulary acquisition between the experimental and
control groups.
RESULTS AND DISCUSSIONS
The main objective of this study is to determine the impact of using ChatGPT on English vocabulary
improvement of freshmen English learners. This requires comparing the results of the pre-test and post-
test administered to the control and experimental groups. Thus, the table 1 shows the results of the pre-test
and post-test of the experimental group indicate that using ChatGPT to improve vocabulary was highly
effective. The table shows that before the intervention, the students of the experimental group averaged
7.52 and then 8.83, while the control group averaged 7.81 in the pre-test and 7.81 in the post-test. These
results mean that the students of the experimental group improved their vocabulary significantly more than
the control group as a result of the implementation of ChatGPT.
Regarding the standard deviation data, it can be seen that the average pre-test deviation for the experimental
group is 0.79, while the post-test deviation is 0.59. This means that in the pre-test, the grades out of 10 were
more dispersed since the students' performance was more variable. Along the same lines, the standard
deviation of the post-test indicates that the data were grouped closer to the mean, demonstrating a positive
effect and that the students achieved a more uniform performance. On the other hand, the standard deviation
On the other hand, the control group did vocabulary exercises, repetition exercises, and visual exercises
using flash cards. Then, in session 12, the post-test, which had the same format as the pre-test, was used to
evaluate the students' performance after they had received vocabulary-focused instruction. These tests were
scored out of 10 using an evaluation rubric. Both results were compared and allowed to determine whether
there was a significant improvement in vocabulary. As a final step, the Likert scale was applied to the
experimental group in which the students evaluated the usefulness of the ChatGPT tool in improving their
vocabulary. This survey consisted of 15 questions divided into three sections with the following parameters:
strongly agree, agree, neutral, disagree, and strongly disagree. The first section included five statements to
determine the impact of using ChatGPT on vocabulary improvement. Similarly, the second section focused
on understanding the distinction between pre-test and post-test punctuation, while the third section focused
on students' attitudes towards this digital tool. Data analysis was performed using Excel, and the results
were interpreted using descriptive statistics (mean standard deviation) to determine the intervention's
effectiveness. Paired t-tests were used to compare vocabulary acquisition between the experimental and
control groups.
RESULTS AND DISCUSSIONS
The main objective of this study is to determine the impact of using ChatGPT on English vocabulary
improvement of freshmen English learners. This requires comparing the results of the pre-test and post-
test administered to the control and experimental groups. Thus, the table 1 shows the results of the pre-test
and post-test of the experimental group indicate that using ChatGPT to improve vocabulary was highly
effective. The table shows that before the intervention, the students of the experimental group averaged
7.52 and then 8.83, while the control group averaged 7.81 in the pre-test and 7.81 in the post-test. These
results mean that the students of the experimental group improved their vocabulary significantly more than
the control group as a result of the implementation of ChatGPT.
Regarding the standard deviation data, it can be seen that the average pre-test deviation for the experimental
group is 0.79, while the post-test deviation is 0.59. This means that in the pre-test, the grades out of 10 were
more dispersed since the students' performance was more variable. Along the same lines, the standard
deviation of the post-test indicates that the data were grouped closer to the mean, demonstrating a positive
effect and that the students achieved a more uniform performance. On the other hand, the standard deviation
pág. 4882
of the control group has remained constant, which shows that there were no significant results when
compared to the mean.
To sum up, table 1 demonstrates that the implementation of ChatGPT has a beneficial effect on vocabulary
acquisition. Consequently, the results in Figure 1 serve as confirmation of these data. The first section of
the survey using to measure the impact of ChatGPT on vocabulary improvement included five items, each
of which was scored on a 5-point Likert scale, with higher scores indicating a better outcome. Thus, before
the intervention, regarding the aspect Understanding English vocabulary, it was found that students had
moderate levels of comprehension (M= 3.61), in the second aspect corresponding to Confident using new
English words (M= 3.33), Vocabulary gained for specific purposes (ESP) (M= 3.51), Grammatical check
and vocabulary context (M= 3.16) and Self-study of English vocabulary. (3.36). As can be seen, all these
values reflect that students had a moderate to limited knowledge of English vocabulary and considered that
ChatGPT could have a beneficial effect, though not conclusively. However, after implementing ChatGPT,
a substantial increase in knowledge and perception about this tool was observed. Thus, in the post-survey,
in the first aspect, an increase is reflected in Understanding English vocabulary (M= 4.24), Confident using
new English words (M=4.21), Vocabulary gained for specific purposes (M=4.18), Grammatical check and
vocabulary context (M=4.54), and Self-study of English vocabulary (M=4.68). This change suggests that
participants felt more convinced that ChatGPT contributed positively to their vocabulary learning after
using or interacting with the tool for a while.
Figure 2 shows the results of the survey administered to students to determine how their scores improved
after using ChatGPT. Thus, in all aspects it is observed that the students did not believe that their
performance would improve before participating in the activities with ChatGPT. However, the results after
the test indicate that the students improved their performance and consider ChatGPT to be a very beneficial
educational tool. This could also be verified with the pre-test and post-test table analyzed previously.
Regarding the average in the previous results, it was evident that in the improvement test (M = 2.84),
Performance in English vocabulary (M = 2.51), Vocabulary activities (M = 2.92), creativity using
vocabulary correctly (M = 2.86) and improvement in inferring meanings ( M = 3.20). Then, in the
subsequent survey, a notable improvement was evident in all aspects. For example, in improvement test (M
= 4.32), Performance in English vocabulary (M = 4.14), Vocabulary activities (M = 4.23), creativity using
of the control group has remained constant, which shows that there were no significant results when
compared to the mean.
To sum up, table 1 demonstrates that the implementation of ChatGPT has a beneficial effect on vocabulary
acquisition. Consequently, the results in Figure 1 serve as confirmation of these data. The first section of
the survey using to measure the impact of ChatGPT on vocabulary improvement included five items, each
of which was scored on a 5-point Likert scale, with higher scores indicating a better outcome. Thus, before
the intervention, regarding the aspect Understanding English vocabulary, it was found that students had
moderate levels of comprehension (M= 3.61), in the second aspect corresponding to Confident using new
English words (M= 3.33), Vocabulary gained for specific purposes (ESP) (M= 3.51), Grammatical check
and vocabulary context (M= 3.16) and Self-study of English vocabulary. (3.36). As can be seen, all these
values reflect that students had a moderate to limited knowledge of English vocabulary and considered that
ChatGPT could have a beneficial effect, though not conclusively. However, after implementing ChatGPT,
a substantial increase in knowledge and perception about this tool was observed. Thus, in the post-survey,
in the first aspect, an increase is reflected in Understanding English vocabulary (M= 4.24), Confident using
new English words (M=4.21), Vocabulary gained for specific purposes (M=4.18), Grammatical check and
vocabulary context (M=4.54), and Self-study of English vocabulary (M=4.68). This change suggests that
participants felt more convinced that ChatGPT contributed positively to their vocabulary learning after
using or interacting with the tool for a while.
Figure 2 shows the results of the survey administered to students to determine how their scores improved
after using ChatGPT. Thus, in all aspects it is observed that the students did not believe that their
performance would improve before participating in the activities with ChatGPT. However, the results after
the test indicate that the students improved their performance and consider ChatGPT to be a very beneficial
educational tool. This could also be verified with the pre-test and post-test table analyzed previously.
Regarding the average in the previous results, it was evident that in the improvement test (M = 2.84),
Performance in English vocabulary (M = 2.51), Vocabulary activities (M = 2.92), creativity using
vocabulary correctly (M = 2.86) and improvement in inferring meanings ( M = 3.20). Then, in the
subsequent survey, a notable improvement was evident in all aspects. For example, in improvement test (M
= 4.32), Performance in English vocabulary (M = 4.14), Vocabulary activities (M = 4.23), creativity using