Artificial Intelligence in Enhancing Autonomy Learning

Khazratova Zukhra Mamaraimovna

doi:10.37547/ijp/Volume05Issue06-17

International Journal of Pedagogics

58

https://theusajournals.com/index.php/ijp

VOLUME

Vol.05 Issue06 2025

PAGE NO.

58-60

DOI

10.37547/ijp/Volume05Issue06-17

Artificial Intelligence in Enhancing Autonomy Learning

Khazratova Zukhra Mamaraimovna

PhD, University lecturer, Uzbekistan State World Languages University, Uzbekistan

Received:

12 April 2025;

Accepted:

08 May 2025;

Published:

10 June 2025

Abstract:

This article explores the role of artificial intelligence (AI) in enhancing English vocabulary learning,

particularly for children. It highlights how tools like ChatGPT, Duolingo, Kahoot, Quizlet, and Google Translate
improve vocabulary retention, engagement, and motivation through interactive features and personalized
feedback. The study also discusses challenges such as limited teacher training, ethical concerns, and technological
barriers. Overall, it emphasizes the need for integrating AI tools into language curricula and training educators to
use them effectively in English Language Teaching (ELT).

Keywords:

Vocabulary, AI tools, online learning, autonomy learning.

Introduction:

Mastering a new language is often a

challenging and sometimes monotonous process for
students. Many become frustrated with technology-
based learning tools that rely on strict definitions and
rigid frameworks. These tools typically require students
to input exact definitions or synonyms, rewarding
precision but offering little flexibility. While such
approaches may make sense from a technical
standpoint, they do not always reflect the complexities
of real-world language acquisition.

Language learning is a multifaceted process influenced
by various factors such as cultural adaptation, the
amount of comprehensible input available, focus on
language-specific features, and opportunities for active
communication and production. Learners work
intentionally to develop their language skills, which
include reading, writing, speaking, and listening. These
core competencies rely heavily on vocabulary and an
understanding of linguistic structures such as syntax
and grammar. Vocabulary, in particular, is vital in both
teaching and learning a second or foreign language.

Among the various frameworks for categorizing how
digital media can be applied in language education, this
study adopts a functional approach. The SAMR model,
developed by Puentedura (2006), outlines four
progressive stages: (1) Substitution, (2) Augmentation,
(3) Modification, and (4) Redefinition. These stages
reflect two broad categories of technology use: (a)
enhancement

and

(b)

transformation,

with

transformation representing the highest and most
impactful level of integrating technology into teaching
and learning.

With recent advances in artificial intelligence (AI), there
is growing interest in exploring how these technologies
can support English vocabulary learning. This study
investigates teachers' perspectives on using AI tools to
teach English vocabulary to children. It explores which
AI tools are most commonly used, how they are
integrated into the classroom, and what challenges
arise from their use. AI has opened up new possibilities
for overcoming communication barriers and is playing
a transformative role in fields like English Language
Teaching (ELT).

Research has shown that technology-enhanced
language learning often surpasses traditional methods
in terms of effectiveness. Nevertheless, learners often
struggle with limited vocabulary when learning a
foreign language. Thanks to modern technologies like
websites, software, mobile apps, and AI tools, language
instruction has become more interactive and engaging.
For example, mobile learning offers access to unique,
hard-to-find educational formats, making language
study more flexible and accessible.

Vocabulary acquisition remains a fundamental part of
language learning. Numerous studies highlight that
integrating

information

and

communication

technology (ICT) in classrooms boosts student

engagement and interaction. However, it’s essential to

International Journal of Pedagogics

59

https://theusajournals.com/index.php/ijp

International Journal of Pedagogics (ISSN: 2771-2281)

tailor te

chnology use to students’ age, emotional

development, and language abilities. L2 (second
language) vocabulary apps, for instance, should be
customized for specific age groups. Designing an
effective curriculum for tech-based vocabulary learning
also requires educators to possess professional and
technical skills. Teachers need to evaluate which digital
tools are most adaptable and effective in their
classrooms.

Some research suggests that AI-powered tools like
object detection and translation apps can increase
engagement and help young children better absorb
vocabulary. Real-time interaction with such tools
encourages deeper learning. Among the most popular
AI tools in education are ChatGPT, Google Translate,
Kahoot, Duolingo, and Quizlet. Still, many English
teachers report issues such as time constraints,
insufficient resources, ethical concerns related to
privacy, and limited training on how to use these tools
effectively. These challenges imply the need for better
integration of AI tools into existing curricula to enhance
instructional effectiveness.

AI is rapidly expanding across numerous fields,
including education. It holds significant promise for
foreign language teaching, especially in improving
vocabulary

—

an essential component of language

proficiency. Students often face challenges in retaining
new words and using them actively, particularly when
isolated from real-world language practice.

This study highlights the strong potential of AI
technologies to enhance vocabulary instruction in
English. Both quantitative and qualitative data show
that platforms like ChatGPT, Duolingo, Kahoot, and
Quizlet significantly improve vocabulary retention and
student engagement. Tools that incorporate spaced
repetition and personalized feedback

—

like Kahoot,

Duolingo, and Quizlet

—

help students retain vocabulary

more effectively. Their gamified features also boost
motivation and encourage regular use, making learning
more immersive. However, technological barriers such
as poor usability and limited internet access can hinder

some students’ ability to benefit from these tools.

The interaction between AI and education is drawing
increasing scholarly attention. This research draws on
numerous academic sources to present a thorough
overview of current AI applications in language
education. It underscores the importance of equipping
English teachers with the skills to use AI tools
effectively, as well as understanding their limitations.
The study acknowledges certain limitations, such as
relying exclusively on English-language sources, and
suggests that broader database searches could uncover
additional insights.

The way students learn new languages has been
completely transformed in recent years by the
introduction of Artificial Intelligence (AI) into foreign
language instruction. Beyond simple grammar
checkers, AI technologies now include interactive
language partners, individualized learning platforms,
and intelligent tutoring systems. According to these
developments, learning a language is no more a static,
classroom-bound activity but rather a dynamic,
flexible, and incredibly captivating one.

Adaptive learning, in which programs like Duolingo,
Babbel, or Rosetta Stone utilize machine learning
algorithms to customize content according to the
learner's competence level, learning pace, and
retention rates, is one of the most significant
applications of AI in language education. This
guarantees that students receive individualized
education that focuses on their particular areas of
weakness, increasing motivation and efficiency.

Natural language processing (NLP), which allows
programs to comprehend, assess, and produce human
language, is another important field. NLP is used by
programs like ChatGPT and Google Translate to offer
context-based corrections, conversation practice, and
real-time translations. These resources assist students
improve their fluency and cultural awareness by
simulating authentic conversation situations.

Pronunciation training also increasingly uses AI-
powered voice recognition. Programs like Elsa Speak
evaluate spoken input and offer immediate feedback
on intonation, accent, and stress

—

all of which are

frequently challenging to perfect without the
assistance of a native speaker.

Additionally, chatbots and virtual instructors are
becoming more popular in both official and casual
learning environments. These artificial intelligence (AI)
systems are able to converse with students
continuously, answering their queries, providing
clarifications, and adjusting to their language
preferences. Platforms that use GPT-based models, for
instance, can simulate dialogue, making practice
accessible and real.

There are still difficulties in spite of these
developments. It is necessary to address concerns
about accessibility, data privacy, and an excessive
dependence on technology. Furthermore, although AI
is good at grammar and vocabulary, human supervision
is still necessary for its ability to teach cultural context
and idiomatic usage.

Ultimately, this study serves as a valuable resource for
future research, offering foundational knowledge to

help close gaps in understanding AI’s role in English

language teaching and learning. It provides guidance

International Journal of Pedagogics

60

https://theusajournals.com/index.php/ijp

International Journal of Pedagogics (ISSN: 2771-2281)

for educators, policymakers, and educational leaders
interested in leveraging AI to improve vocabulary
instruction and overall language proficiency.

REFERENCES

Liu, P. L., & Chen, C. J. (2023). Using an AI-based object
detection translation application for English vocabulary
learning. Educational Technology & Society, 26(3), 5-
20.

https://doi.org/10.30191/ETS.202307

Lu, M. (2008). Effectiveness of vocabulary learning via
mobile phone. Journal of Computer Assisted Learning,
24(6), 515-525.

https://doi.org/10.1111/j.1365-

2729.2008.00289.x

S. Pokrivcakova, “Preparing teachers for the application

of AI-powered technologies in foreign language

education,” Journal of Language and Cultural

Education,

Vol.7,

No.3,

pp.

135-153,