The present research explored whether AI-powered contextual flashcards facilitated through Anki had a positive impact on learners’ sentence-level fluency in EFL settings. This research employed a quasi-experimental pre-test–post-test control-group research design. Sixty EFL learners from the University of Zawia participated in the study and were allocated into either an experimental or control group where they received six weeks of AI-generated contextual flashcards or traditional instruction, respectively. The experimental group exhibited significant improvements from pretest to posttest (M = 10.45, SD = 2.11 to M = 17.82, SD = 1.95; t(29) = 14.52, p < .001), while the control group showed only marginal improvements (t(29) = 4.21, p < .01). Additionally, a significant difference was found between groups on the posttest (t(58) = 9.63, p < .001), d = 2.48. These results were discussed in relation to theories of second language acquisition and cognitive theory of learning. Findings suggest contextualized input combined with retrieval practice and spaced repetition can help learners develop fluency. Moreover, this study adds to the growing body of work related to AI-assisted language learning by showing its efficacy in developing fluency for communicative competence.
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Karrar et al. (2026) studied this question.
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