Artificial Intelligence-Powered Vocabulary Acquisition: Perceptions and Performance of University Students in Pakistan

This study explores how artificial intelligence (AI) tools influence English vocabulary acquisition among university students in Pakistan, with particular attention to learners’ perceptions and experiences. Framed within a qualitative research design, the investigation employed semi-structured interviews and focus group discussions with undergraduate students across three universities. Participants had prior exposure to AI-powered platforms such as ChatGPT, Grammarly, and vocabulary learning applications, which provided an authentic context for examining their engagement with digital language tools. Findings reveal that students perceive AI as both a facilitator of autonomous learning and a motivator for expanding their lexical repertoire. Participants highlighted the immediate feedback, personalized suggestions, and interactive nature of AI applications as key factors enhancing their vocabulary retention and usage. However, concerns were expressed regarding overreliance on AI, potential inaccuracies in automated outputs, and limited critical thinking when vocabulary learning is fully outsourced to technology. Interestingly, students reported that AI tools encouraged them to engage more actively in self-directed learning, while also reshaping classroom interactions where teachers increasingly acted as facilitators rather than sole knowledge providers. The study concludes that AI holds significant promise for enhancing vocabulary acquisition in higher education settings, provided it is integrated thoughtfully alongside traditional pedagogical approaches. By foregrounding learners’ voices, this research underscores the need for context-sensitive strategies that balance technological innovation with critical literacy skills. These findings contribute to growing scholarship on educational technology in developing countries, particularly within the English as a Foreign Language (EFL) context.