This study compares the effectiveness of Teacher-Provided Synonym Sets (TPSS) and AIAssisted Learner-Selected Synonym Sets (AALSS) in enhancing vocabulary retention among a consistent group of low-proficiency students over a single semester. I administered pre- and post-tests, as well as an anonymous student survey, to collect data. Student perception found through the survey and test performance paint a different picture. Survey results revealed that AI-assisted synonym creation was well-received, with students finding it engaging, motivating, and beneficial for vocabulary learning. The process promoted learner autonomy and collaboration while encouraging active engagement with the material. On a 6-point Likert scale, students rated their engagement positively, with average scores ranging from 4.3 to 4.8 in categories such as interest, motivation, and collaboration. Most students (62%) preferred creating their own synonym sets, citing improved memorization and greater control over their learning. Despite positive student perceptions, test results showed students performed better with TPSS on chapter tests. The final analysis of a delayed post-test and survey finds that the teacher-selected synonyms resulted in a better outcome. The larger improvement in mean scores suggests that the teacher’s expertise in selecting appropriate synonyms may have contributed to better student learning. However, both methods led to significant improvements, and the difference in p-values is not substantial. Thus, there appear to be potential benefits of both teacher-selected and student-selected synonyms.
Craig Anthony Nevitt (Fri,) studied this question.