AI-Generative Tools Improve Vocabulary and Engagement among Elementary School Students in Oman

Abstract

Generative AI is a type of artificial intelligence that can enhance English vocabulary acquisition significantly. This study deploys a mixed methods approach investigating the effectiveness of AI-generative tools in improving the vocabulary and engagement of Omani 4th grade students in English Subject. Data was gathered using three instruments: (1) an English achievement test (pre-posttest), (2) an observation checklist and (3) a semi-structured interview. The pre-posttest measures the impact of using the Curipod tool on the students' English vocabulary. The sample includes 62 fourth-grade students at Al-Abrar School for Basic Education (grades 1-4), 30 students in the experimental group and 32 in the control group. The observation checklist inspects the 62 students across both groups while the semi-structured interview was administered to two teachers responsible for the groups. The findings indicate that students exposed to the Curipod tool showed significant improvement in their post-test and that they exhibited higher levels of engagement than those who did not use the tool. Therefore, the study recommends that educators and policy makers integrate AI-driven tools such as Curipod into Oman's English education to enhance vocabulary acquisition and academic performance. They should also provide teachers with structured training to assist them using these technologies effectively.

Findings

The study's mixed-method approach provides comprehensive results concerning the effect of the AI-generative tool (Curipod) on fourth-grade students' English vocabulary acquisition and their classroom engagement.

Regarding the first research question, the results indicate that students who applied the Curipod tool during the learning process improved their English vocabulary more than those who did not. There was no significant difference in mean pretest scores between the control group (M=3.06; SD=1.81) and experimental group (M=2.57; SD=1.57) before the intervention (t(60)=1.15, p>.05). On the other hand, there was a statistically significant difference between the post-test mean scores of the experimental group (M=8.00; SD=1.76) and the control group (M=6.47; SD=1.87), (t(60)=3.32, p=0.002<.05) in favor of the experimental group.

The findings for the second research question reveal that students who utilized the Curipod tool showed a high degree of engagement in both domains (cognitive and emotional) as highlighted by the observation checklist and semi-structured interviews. Students in the experimental group exhibited higher levels of interest and motivation and perceived usefulness compared to the control group.

“

I've noticed a significant increase in students' active participation, enthusiasm, and motivation when interacting with the platform…

— Teacher of the Experimental Group

Furthermore, sense of connection and belonging to the learning community play a crucial role in shaping students' engagement. Students who had access to Curipod worked together, shared ideas and supported each other in solving challenges. It was also noticed that the content and activities developed using the Curipod tool offered the students opportunities to apply critical thinking skills and cooperate with peers during task completion.

“

When engaging in collaborative content and activities, students seek help from both the instructor and their peers when they can't understand a concept taught in the class…

— Teacher of the Experimental Group

In contrast, students in the control group could not communicate with their peers and the teacher as effectively.

“

We get bored with this type of activities, and it does not stimulate my motivation to learn. We want the class to be more enjoyable...

— Student from the Control Group

Suggestions

• Educators and policymakers should explore incorporating AI-driven tools such as Curipod into English language education throughout schools in Oman. This incorporation can enhance students' vocabulary acquisition and boost overall academic accomplishments.
• Teachers should be provided with training and professional development programs to proficiently integrate AI tools into their teaching approaches.
• Curriculum developers should investigate methods to integrate AI-powered educational technologies into the curriculum offering students interactive and personalized learning experiences.
• Researchers should conduct longitudinal studies to gauge the long-term effects of incorporating Curipod and similar technologies on students' language proficiency and academic achievements.