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Aprendizaje del vocabulario asistido por inteligencia artificial en contextos de inglés como lengua extranjera (EFL): Una revisión sistemática

Lobo Mela, Alcibiades Javier

AI-Assisted vocabulary learning in EFL contexts: A systematic review



Autores Lobo Mela, Alcibiades Javier
Tema Artificial intelligence
Tema vocabulary acquisition
Tema vocabulary retention
Tema EFL learners
Tema AI-assisted learning
Tema Chatbots
Tema Inteligencia artificial
Tema Adquisición de vocabulario
Tema Retención del vocabulario
Tema Estudiantes de inglés como lengua extranjera (EFL)
Tema Aprendizaje asistido por inteligencia artificial
Tema Chatbots
Descripción The use of Artificial Intelligence (AI) has been growing in the teaching of English as a Foreign Language (EFL), especially in vocabulary learning. AI-based applications like ChatGPT, chatbots, adaptive learning systems, and vocabulary applications provide learning opportunities to learners with interactive environments for immediate feedback. Due to the growing interest in these technologies, the present systematic review examined how AI tools support vocabulary learning and retention in EFL learners. Using the PRISMA 2020 guidelines, this study identified, screened and analyzed empirical studies that fall between the years 2021 and 2026. Articles were collected from Google Scholar, ERIC, ResearchGate, and others. The final review contained 34 empirical studies after the selection process. A majority of the studies conducted pre-tests and post-tests to measure vocabulary learning outcomes through experimental, quasi-experimental, or mixed-methods designs. The results indicated that the AI-assisted tools had a positive effect on vocabulary learning, vocabulary retention, learner engagement, and motivation. Research has shown that students improved both receptive and productive vocabulary knowledge using AI-assisted learning environments. Moreover, such features as feedback, repetition, context, and adaptive learning seemed to have a positive impact on learning and retention of vocabulary. In spite of these positive results however, various studies had methodological issues, including small sample sizes, short intervention duration, and lack of delayed post-tests. In some contradictory results, it is also suggested that AI-assisted vocabulary learning could be effective thanks to instructional design, teacher support, learner proficiency and the pedagogical use of AI tools. In summary, the review indicates that AI holds great promise for supporting vocabulary learning in EFL contexts, although longitudinal and methodologically strong studies are still needed.
Descripción El uso de la Inteligencia Artificial (IA) ha experimentado un notable crecimiento en la enseñanza del inglés como lengua extranjera (EFL, por sus siglas en inglés), especialmente en el aprendizaje del vocabulario. Las aplicaciones basadas en IA, como ChatGPT, los chatbots, los sistemas de aprendizaje adaptativo y las aplicaciones para el aprendizaje de vocabulario, ofrecen oportunidades de aprendizaje mediante entornos interactivos que proporcionan retroalimentación inmediata a los estudiantes. Debido al creciente interés en estas tecnologías, la presente revisión sistemática examinó cómo las herramientas de IA favorecen el aprendizaje y la retención del vocabulario en estudiantes de EFL. Siguiendo las directrices PRISMA 2020, este estudio identificó, seleccionó y analizó investigaciones empíricas publicadas entre los años 2021 y 2026. Los artículos fueron recopilados de bases de datos y plataformas académicas como Google Scholar, ERIC, ResearchGate, entre otras. Tras el proceso de selección, la revisión final incluyó 34 estudios empíricos. La mayoría de las investigaciones empleó pruebas de pretest y postest para medir los resultados del aprendizaje del vocabulario mediante diseños experimentales, cuasiexperimentales o de métodos mixtos. Los resultados evidenciaron que las herramientas asistidas por IA tuvieron un efecto positivo en el aprendizaje y la retención del vocabulario, así como en el compromiso y la motivación de los estudiantes. Las investigaciones demostraron que los estudiantes mejoraron tanto el conocimiento receptivo como el productivo del vocabulario mediante el uso de entornos de aprendizaje asistidos por IA. Asimismo, características como la retroalimentación inmediata, la repetición, el aprendizaje contextualizado y la adaptación a las necesidades del estudiante parecieron influir positivamente en el aprendizaje y la retención del vocabulario. No obstante, estos resultados favorables, varios estudios presentaron limitaciones metodológicas, entre ellas tamaños de muestra reducidos, intervenciones de corta duración y ausencia de pruebas de seguimiento (postest diferido). Algunos hallazgos también sugieren que la eficacia del aprendizaje del vocabulario asistido por IA depende del diseño instruccional, el apoyo del docente, el nivel de competencia lingüística del estudiante y el uso pedagógico adecuado de las herramientas de inteligencia artificial. En síntesis, esta revisión indica que la inteligencia artificial posee un gran potencial para apoyar el aprendizaje del vocabulario en contextos de enseñanza del inglés como lengua extranjera; sin embargo, aún se requieren estudios longitudinales y metodológicamente más sólidos que permitan confirmar estos hallazgos.
Editorial Universidad Metropolitana de Educación, Ciencia y Tecnología
Fecha 2026-06-30
Tipo info:eu-repo/semantics/article
Tipo info:eu-repo/semantics/publishedVersion
Formato application/pdf
Formato application/epub+zip
Identificador https://revistas.umecit.edu.pa/index.php/dialogus/article/view/2218
Identificador 10.37594/dialogus.v1i17.2218
Fuente Dialogus Jornal; No. 17 (2026): DIALOGUS June - November 2026; 225-243
Fuente Revista Dialogus; Núm. 17 (2026): DIALOGUS Junio - Noviembre 2026; 225-243
Fuente 2644-3996
Fuente 2519-0083
Fuente 10.37594/dialogus.v1i17
Idioma spa
Relación https://revistas.umecit.edu.pa/index.php/dialogus/article/view/2218/3092
Relación https://revistas.umecit.edu.pa/index.php/dialogus/article/view/2218/3093
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