Exploring English-Majored Students’ Perceptions of GenAI-Supported Vocabulary Learning

Abstract

"In the context of the rapid digital transformation in higher education, Generative Artificial Intelligence (GenAI) has emerged as a promising tool to address persistent challenges in foreign language vocabulary acquisition, particularly the gap between receptive and productive knowledge. This qualitative study aims to deeply explore the perceptions of English-majored students at the College of Foreign Languages, Can Tho University, regarding the use of GenAI tools (such as ChatGPT, Gemini, and QuillBot) to support vocabulary learning. Grounded in Nation’s (2001) framework of vocabulary knowledge (Form-Meaning-Use) and the Technology Acceptance Model (TAM), the study focuses on analyzing learners' lived experiences to elucidate how they adopt, evaluate, and adapt their learning behaviors in a technology-enhanced environment. The study employed a phenomenological research design involving nine English-majored students from four different academic cohorts (Courses 48, 49, 50, and 51). Data were collected via semi-structured in-depth interviews and analyzed using thematic analysis. The findings reveal a significant paradigm shift in learning strategies: from traditional dictionary-based and passive note-taking habits to a dynamic, personalized learning ecology mediated by GenAI. Students demonstrated a high level of acceptance, perceiving GenAI as a useful “virtual tutor” that enhances learning efficiency, provides rich contextualization, and reduces affective barriers when encountering difficult vocabulary. Notably, GenAI plays a crucial role in fostering productive vocabulary use through text generation and immediate feedback mechanisms. However, the study also recorded mixed views on cognitive impacts, including concerns about information accuracy (AI hallucinations), the risk of technological dependence, and shifts in critical thinking habits. Based on these findings, the study suggests that optimizing GenAI in language education requires a balanced integration of technology and traditional methods, emphasizing the indispensable role of lecturers in guiding and cultivating students' AI literacy."