The Impact of Generative AI Chatbots on Saudi EFL Students’ Productive Vocabulary Development and Learner Autonomy: A Quasi-Experimental Study

Abstract

The integration of generative artificial intelligence (AI) chatbots into English as a Foreign Language (EFL) instruction has generated increasing interest, particularly in relation to vocabulary learning and learner autonomy. However, empirical evidence on their impact on productive vocabulary development remains limited, especially in the EFL context in the Middle East. This study investigated the impact of a generative AI chatbot on Saudi EFL students' productive vocabulary development and learner autonomy. Employing a quasi-experimental one-group pretest–posttest design, data were collected from 30 undergraduate EFL learners over a four-week instructional intervention. Participants completed a productive vocabulary test before and after the intervention, and a learner autonomy questionnaire at the end of the study. Paired-samples t-test results revealed statistically significant improvement in the students’ productive vocabulary performance following the chatbot-supported intervention. Descriptive analysis of the questionnaire responses indicated generally positive perceptions of learner autonomy, particularly in goal setting, strategy use, self-monitoring, and responsibility for learning. The findings suggest that generative AI chatbots can serve as effective supplementary tools for enhancing productive vocabulary learning and fostering learner autonomy in EFL contexts. The study offers several pedagogical implications and directions for future research.