DIFFERENCES OF LEARNING VOCABULARY THROUGH INTEGRATED APPROACH AND THROUGH AL LEARNING

Аннотация

This article explores the differences in vocabulary acquisition between traditional integrated approaches and artificial intelligence (AI)-based learning methods. With the increasing integration of technology in education, particularly AI, it is crucial to understand how these tools impact language learning outcomes. The study employs a mixed-methods design, incorporating quantitative assessments of vocabulary retention and qualitative feedback from learners engaged in both approaches. Keywords: Artificial Intelligence, academic vocabulary, vocabulary learning, pedagogy, exposure, language acquisition, student perspectives, higher education. Abstract: Ushbu maqola an'anaviy integratsiyalashgan yondashuvlar va sun'iy intellekt (SI) asosidagi o'rganish usullari o'rtasidagi lug'atni o'zlashtirish farqlarini o'rganadi. Ta'limda, ayniqsa, SI ning tobora ortib borayotgan integratsiyasi bilan, bu vositalarning til o'rganish natijalariga qanday ta'sir ko'rsatishini tushunish muhimdir. Tadqiqot aralash uslubda o'tkazilib, lug'atni saqlashning miqdoriy baholashlari va har ikki yondashuvda ishtirok etayotgan o'quvchilardan olingan sifatli fikrlarni o'z ichiga oladi Kalit so’zlar: Sun’iy Intellekt (SI), academic lug’at, lug’at o’rganish, pedagogika, ta’sir, til o’zlashtirish, talabalar fikrlari, oliy ta’lim. In developed countries, traditional teacher-centered methods still prevail in schools, requiring students to constantly strive to keep pace, retain information, and manage the fast-moving educational landscape. However, this approach falls short in addressing the demands of the digital age, which necessitates specific skills and knowledge from both students and educators to effectively utilize Information and Communication Technologies (ICT). Consequently, educators should incorporate modern ICT tools to enhance and potentially optimize their students' learning experiences. In this context, emerging technologies present significant opportunities. A notable advancement in educational technology is conversational AI, particularly in the form of AI chatbots. These intelligent systems can engage with individuals using natural language across various daily 66 ACADEMIC RESEARCH IN MODERN SCIENCE International scientific-online conference scenarios, primarily serving as personal assistants in business customer support. In education, AI chatbots can function as intelligent tutors by delivering educational content, fostering dialogue, and providing feedback. Moreover, they can complement human instructors by answering student inquiries and offering guidance around the clock—something that is often impractical for human tutors. While conventional teaching methods have shown positive outcomes, further research is needed to explore these effects (Chen et al., 2021; Semerikov et al., 2021). For example, tailoring individualized training and personalized experiences for learners can be challenging for teachers managing diverse student needs in a classroom. AI-driven language learning programs could provide customized learning experiences based on each student's strengths and weaknesses (Gallacher et al., 2018). Additionally, the 24/7 availability of AI- powered vocabulary tools allows for flexible learning schedules, which is particularly advantageous for adult learners with other obligations (Alemi et al., 2015). Students can also utilize AI to prepare for tests and assessments, benefiting from immediate and personalized feedback (Lee et al., 2022). This instant feedback can enhance the learning experience for vocabulary acquisition by correcting errors in real-time. Despite these numerous benefits, the use of AI tools also presents challenges, such as a reduction in human interaction. [1] While AI can facilitate conversations, it has not yet mastered the subtleties of human interaction, which may hinder the development of conversational skills and cultural awareness (Gallacher et al., 2018). Additionally, like any tool, the benefits and drawbacks of AI usage depend largely on the user. In this context, feedback from students and teachers regarding AI in vocabulary learning has been mixed. Teachers often express concerns about issues like plagiarism and unethical behavior, as some students have been known to copy entire assignments from AI tools such as ChatGPT. This has led to a negative perception of AI among many educators who may lack sufficient technological training.[2] Vocabulary acquisition is widely acknowledged as essential for mastering a second language, serving as the foundation for effective communication in both spoken and written forms. Schmitt (2000) and Nation (2001) assert that vocabulary knowledge is crucial for language use, with a reciprocal relationship between vocabulary proficiency and overall language skills. However, traditional vocabulary learning methods, such as rote memorization, have been criticized for their inability to promote deeper engagement with the language. Alqahtani (2015) points out th