The Effect of Using Artificial Intelligence on Learning Vocabulary among Libyan EFL University Students
DOI:
https://doi.org/10.65405/ftej3z89الكلمات المفتاحية:
متعلمو اللغة الإنجليزية كلغة أجنبية، تعلم المفردات، منصات الذكاء الاصطناعيالملخص
تبحث هذه الدراسة في كيفية مساهمة الذكاء الاصطناعي في تحسين اكتساب مفردات اللغة الإنجليزية لدى طلاب كلية اللغات بجامعة بنغازي، ليبيا. باستخدام تصميم تجريبي حقيقي، تم توزيع 60 طالبًا من طلاب اللغة الإنجليزية كلغة أجنبية في الفصل الدراسي الأول عشوائيًا إلى مجموعتين. استخدمت المجموعة التجريبية تطبيق Duolingo لتعلم المفردات، بينما تلقت المجموعة الضابطة التعليم التقليدي. تم تحليل البيانات باستخدام برنامج SPSS، بتطبيق أساليب مثل اختبارات T وتحليل التغاير (ANCOVA). أشارت النتائج إلى تفوق ملحوظ للطلاب الذين استخدموا Duolingo على طلاب المجموعة الضابطة في اكتساب المفردات. تختتم الدراسة بالتوصية بإدراج منصات الذكاء الاصطناعي، مثل Duolingo، في مناهج تعليم اللغة الإنجليزية كلغة أجنبية، وتقترح إجراء المزيد من البحوث لتقييم أثرها طويل الأمد على تعلم اللغة.
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