Do AI-generated field-specific vocabulary quizzes provide consistent results? Measuring learners’ performance and their perceptions

Amr Selim Wannas, Inas Hussein Hassan

Abstract


            Artificial Intelligence (AI) is increasingly becoming an incredibly beneficial instrument for language education. There is a variety of AI-powered educational instruments that are embedded in miscellaneous platforms whether they are educational or non-educational. These AI-powered platforms are said to have the ability to improve English language learners’ communication skills through the provision of interactive and personalized learning experiences. Moreover, learning English for Specific Purposes (ESP) vocabulary is sometimes problematic for many learners and the search for new effective learning strategies is not an option anymore. In addition, there is a need to create and generate reliable, authentic, specific and valid ESP tests. Thus, the principal aim of the study is to examine the reliability of AI generated field-specific text-based activities and the attitude of cardiac care nurses towards these AI-generated activities. In this endeavour, four AI-composed quizzes were disseminated to cardiac care nurses (n=70) in various departments (e.g., Intensive Care Unit, Cardiac Care Unit, Adult Ward, Operating Room) at a cardiac care Centre and a questionnaire (based on a five-point Likert scale) was administered following the application of the quizzes to identify the attitude of the participants towards these quizzes. To confirm the results, interviews were also conducted with a subset of the questionnaire participants (n=8). The results revealed that the AI-composed vocabulary quizzes pleaded consistent results in terms of learners’ level of proficiency. Additionally, the nurses’ attitude was positive towards using these quizzes as an assessment tool along with raising their interest and motivation to learn more nursing vocabulary. Furthermore, a model for improving ESP vocabulary through field-specific, contextualized, authentic and level-suitable texts and activities has been constructed. The model is based on the findings of the questionnaire.

 

Received on: 01 December 2024

Accepted on: 03 January 2025

Published on: 5 February 2025


Keywords


AI-generated quizzes; AI-composed quizzes for ESP Learners; Artificial Intelligence

Full Text:

PDF

References


Basturkmen, Helen. Developing Courses in English for Specific Purposes. Springer., 2015.

Bucur, Norica-Felicia, and Camelia Neagu. “THE LIMITS OF ESP TESTS.” Challenges of the Knowledge Society, 2015, 898–901. https://www.proquest.com/scholarly-journals/limits-esp-tests/docview/1698605013/se-2.

Chen, Xieling, Di Zou, Gary Cheng, and Haoran Xie. “Artificial Intelligence-Assisted Personalized Language Learning: Systematic Review and Co-Citation Analysis.” In 2021 International Conference on Advanced Learning Technologies (ICALT), 241–45. IEEE, 2021. https://doi.org/10.1109/ICALT52272.2021.00079.

Contributors, Wikipedia. “History of Artificial Intelligence.” Wikimedia Foundation, January 2023.

Glušac, Tatjana, and Mira Milić. “Quality of Written Instructions in Teacher-Made Tests of English as a Foreign Language.” English Teaching & Learning 46, no. 1 (March 9, 2022): 39–57. https://doi.org/10.1007/s42321-021-00079-1.

Gore, Ankita, Vanshika Bajaj, Preeti Yadav, Vaishnavi Chouhan, Madhuri Tayal, and M. Sasi Kumar. “Sentence Generator for English Language Using Formal Semantics.” International Journal of Next-Generation Computing, February 15, 2023. https://doi.org/10.47164/ijngc.v14i1.1090.

Hsu, Wenhua. “Bridging the Vocabulary Gap for EFL Medical Undergraduates: The Establishment of a Medical Word List.” Language Teaching Research 17, no. 4 (October 9, 2013): 454–84. https://doi.org/10.1177/1362168813494121.

Hutchinson, Tom, and Alan Waters. English for Specific Purposes. Cambridge University Press., 1987.

Hwang, Wu-Yuin, Rio Nurtantyana, Siska Wati Dewi Purba, Uun Hariyanti, Yuniar Indrihapsari, and Herman Dwi Surjono. “AI and Recognition Technologies to Facilitate English as Foreign Language Writing for Supporting Personalization and Contextualization in Authentic Contexts.” Journal of Educational Computing Research 61, no. 5 (September 19, 2023): 1008–35. https://doi.org/10.1177/07356331221137253.

Işik-Taş, Elvan Eda, and Nalan Kenny. “Current Practices, Challenges, and Innovations in English for Specific Purposes Instruction and Research.” In English for Specific Purposes Instruction and Research: Current Practices, Challenges and Innovations, 2019. https://doi.org/10.1007/978-3-030-32914-3_1.

Jia, Fenglin, Daner Sun, Qing Ma, and Chee-Kit Looi. “Developing an AI-Based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language.” Sustainability 14, no. 23 (November 22, 2022): 15527. https://doi.org/10.3390/su142315527.

Kessler, Greg. “Technology and the Future of Language Teaching.” Foreign Language Annals 51, no. 1 (March 19, 2018): 205–18. https://doi.org/10.1111/flan.12318.

———. “Technology Standards for Language Teacher Preparation.” In The Routledge Handbook of Language Learning and Technology, 2016. https://doi.org/10.4324/9781315657899-16.

Khalil, Lubna, and Brunhielda Kholofelo Semono-Eke. “Appropriate Teaching Methods for General English and English for Specific Purposes from Teachers’ Perspectives.” Arab World English Journal 11, no. 1 (2020). https://doi.org/10.24093/awej/vol11no1.19.

King, Michael R. “A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education.” Cellular and Molecular Bioengineering, 2023. https://doi.org/10.1007/s12195-022-00754-8.

Krashen, Stephen D. The Input Hypothesis: Issues and Implications. Longman., 1985.

Lesia Viktorivna, Kushmar, Vornachev Andrii Oleksandrovych, Korobova Iryna Oleksandrivna, and Kaida Nadia Oleksandrivna. “Artificial Intelligence in Language Learning: What Are We Afraid Of.” Arab World English Journal, no. 8 (July 25, 2022): 262–73. https://doi.org/10.24093/awej/call8.18.

Mageira, Kleopatra, Dimitra Pittou, Andreas Papasalouros, Konstantinos Kotis, Paraskevi Zangogianni, and Athanasios Daradoumis. “Educational AI Chatbots for Content and Language Integrated Learning.” Applied Sciences 12, no. 7 (March 22, 2022): 3239. https://doi.org/10.3390/app12073239.

Muller, Amanda. “Addressing the English Language Needs of International Nursing Students.” Journal of Academic Language and Learning 5 (January 2011): A14–A22. https://journal.aall.org.au/index.php/jall/article/view/145.

Panocová, Renáta. The Vocabulary of Medical English: A Corpus-Based Study. England: Cambridge Scholars Publishing, 2017.

Roser, Max. “The Brief History of Artificial Intelligence: The World Has Changed Fast – What Might Be Next?,” January 2023. https://ourworldindata.org/brief-history-of-ai.

Rusmiyanto, Rusmiyanto, Nining Huriati, Nining Fitriani, Novita Kusumaning Tyas, Agus Rofi’i, and Mike Nurmalia Sari. “The Role Of Artificial Intelligence (AI) In Developing English Language Learner’s Communication Skills.” Journal on Education 6, no. 1 (May 25, 2023): 750–57. https://doi.org/10.31004/joe.v6i1.2990.

Santi, Eka, Rochmawati Kholipa, Marina Gratciana Putri, and Mujiono. “Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis.” Journal of Language and Linguistic Studies, 2021. https://doi.org/10.52462/jlls.87.

Sun, Zhuomin, M. Anbarasan, and D. Praveen Kumar. “Design of Online Intelligent English Teaching Platform Based on Artificial Intelligence Techniques.” Computational Intelligence 37, no. 3 (August 29, 2021): 1166–80. https://doi.org/10.1111/coin.12351.

Taboada, Ana, and Vanessa Rutherford. “Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment.” Reading Psychology 32, no. 2 (March 24, 2011): 113–57. https://doi.org/10.1080/02702711003604468.

UNESCO. “Artificial Intelligence in Education | UNESCO,” 2023. https://www.unesco.org/en/digital-education/artificial-intelligence.

Widodo, Handoyo Puji. “Teaching English for Specific Purposes (ESP): English for Vocational Purposes (EVP).” In English Language Education, Vol. 5, 2016. https://doi.org/10.1007/978-3-319-38834-2_19.

Woo, Jin Ha, and Heeyoul Choi. “Systematic Review for AI-Based Language Learning Tools.” Journal of Digital Contents Society 22, no. 11 (2021). https://doi.org/10.9728/dcs.2021.22.11.1783.

Zamfir, Tania. “On Vocabulary Learning Strategies in ESP: A Students’ Perspective.” SERIES V - ECONOMIC SCIENCES, June 20, 2022, 97–104. https://doi.org/10.31926/but.es.2022.15.64.1.10.

Zhai, Xuesong, Xiaoyan Chu, Ching Sing Chai, Morris Siu Yung Jong, Andreja Istenic, Michael Spector, Jia Bao Liu, Jing Yuan, and Yan Li. “A Review of Artificial Intelligence (AI) in Education from 2010 to 2020.” Complexity, 2021. https://doi.org/10.1155/2021/8812542.

Zhao, Xin. “Leveraging Artificial Intelligence (AI) Technology for English Writing: Introducing Wordtune as a Digital Writing Assistant for EFL Writers.” RELC Journal 54, no. 3 (December 2, 2023): 890–94. https://doi.org/10.1177/00336882221094089.




DOI: http://dx.doi.org/10.21622/ILCC.2025.05.1.1115

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Amr Selim Wannas, Inas Hussein Hassan

Insights into Language, Culture and Communication
E-ISSN: 2812-491X
P-ISSN: 2812-4901 

Published by:

Academy Publishing Center (APC)
Arab Academy for Science, Technology and Maritime Transport (AASTMT)
Alexandria, Egypt
ilcc@aast.edu