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ORCID

https://orcid.org/0000-0003-0084-7685

Abstract

Although vocabulary learning is essential for reading comprehension, many students encounter challenges in personalizing their learning due to limited access to supportive tools or techniques. The integration of digital learning platforms and artificial intelligence (AI) offers new possibilities for addressing this issue. The combination of Quizlet and ChatGPT 5.0 (free version) provides a promising solution for vocabulary learning. However, there remains limited research, especially in Vietnam, on how students perceive AI-assisted vocabulary learning. This study examines how 107 pre-intermediate-level non-majors at a university in Ho Chi Minh City perceive the combination of Chat GPT and Quizlet for vocabulary learning in reading comprehension classes. A mixed-method design was used to gather data through a structured questionnaire based on the technology acceptance model (TAM), which included both Likert-scale items and open-ended questions. Findings from questionnaires indicated that students generally perceived the ease of use and usefulness of combining Quizlet with ChatGPT as positive. Qualitative insights revealed that learners found the integration beneficial for providing quick support, relevant parts of speech, and word meanings, as well as more personalized vocabulary contexts, compared with traditional learning methods. The use of L1 to generate prompts and translate L1 meanings is highlighted for low-level or less-able students. Theoretically, the study extends TAM by emphasizing the influence of AI-driven personalization on user acceptance. Pedagogically, it provides practical guidance on integrating ChatGPT with platforms like Quizlet to support vocabulary learning both in and out of the classroom.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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