Resumen

PAREDES,, Vladimiro Xavier Jácome; ESPINOZA ROMERO,, Steven Mauricio  y  QUINTERO,, Cesar Enrique Andraus. AI-powered digital tools for vocabulary retention in Foreign Language Learners: A perception-based study. Revista San Gregorio [online]. 2025, vol.1, n.62, pp.79-84. ISSN 2528-7907.  https://doi.org/10.36097/rsan.v1i62.3579.

This study examines the use of AI-powered digital tools for vocabulary retention. It focuses on students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Estatal del Sur de Manabí (UNESUM), Ecuador, where English is taught as a foreign language within the broader framework of language pedagogy. A quantitative, descriptive, and relational approach was used. Data were collected through an online survey. One hundred eleven students participated, all with experience using tools such as ChatGPT, intelligent tutoring systems, and augmented reality. The survey analyzed usage frequency, perceived effectiveness, and the role of multimedia resources in vocabulary learning. Many students reported better long-term retention, improved writing accuracy, and increased motivation. These benefits were linked to instant feedback and interactive features. However, some participants noted occasional errors and a lack of detailed explanations. Others mentioned limited opportunities for actual conversation practice. The findings align with studies emphasizing the importance of adaptive digital environments. While AI tools can enhance vocabulary learning, they still require improvements. Better student training and interface optimization are recommended. Integrating them into a hybrid learning model could maximize their benefits. Further studies are needed to understand their long-term impact. This research highlights the value of artificial intelligence in language teaching and opens the door to new opportunities.

Palabras clave : Artificial intelligence; digital technology; language acquisition; foreign language teaching; english language.

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