CHATBOTS AND VOCABULARY LEARNING: PERCEPTIONS FROM EFL UNIVERSITY STUDENTS

The integration of artificial intelligence into educational settings has opened new pathways for second language acquisition, particularly through the use of conversational agents like chatbots. This study explores the perceptions of university-level EFL students regarding the effectiveness of chatbots in vocabulary learning. Drawing on a quantitative, non-experimental design, data were collected through structured surveys administered to students who have interacted with chatbots as part of their English language courses. The study investigates how learners evaluate the usefulness, frequency of use, and pedagogical implications of chatbot-based vocabulary support. Findings from this research suggest that students perceive chatbots as beneficial tools that promote vocabulary retention, enhance learner autonomy, and provide immediate feedback, aligning with previous literature on digital learning technologies. By focusing on student perceptions rather than intervention outcomes, this article contributes to the growing field of educational technology in EFL contexts and proposes recommendations for integrating chatbots into curriculum design. The study is grounded in recent empirical research, with 80% of references drawn from the past five years, ensuring its relevance to contemporary educational discourse. The article also discusses future implications for instructional design and policy considerations within technologically enhanced EFL environments.