Chatbots and vocabulary learning: Perceptions

from eﬂ university students

https://doi.org/10.47230/unesum-ciencias.v9.n3.2025.176-185

Revista UNESUM-Ciencias

Volumen 9, Número 3, 2025

Universidad Estatal del Sur de Manabí

ISSN-e: 2602-8166

Chatbots y aprendizaje de vocabulario: Percepciones de

estudiantes universitarios de inglés como lengua extranjera

REVISTA UNESUM-Ciencias

UNIVERSIDAD ESTATAL DEL SUR DE MANABÍ

Volumen: 9

Número: 3

Año: 2025

Paginación: 176-185

URL: https://revistas.unesum.edu.ec/index.php/unesumciencias/article/view/1015

*Correspondencia autor: luisa.zambrano@unesum.edu.ec

Recibido: 10-02-2025 Aceptado: 11-06-2025 Publicado: 25-09-2025

Luisa Bernardita Zambrano Rodríguez

https://orcid.org/0009-0003-1094-1947

Shirley Marianela San Lucas Marcillo

https://orcid.org/0000-0003-2111-0199

Amarilis Carolina Loor Párraga

https://orcid.org/0000-0002-4103-2047

1. Docente Investigador de la Universidad Estatal del Sur de Manabí; Jipijapa, Ecuador.

2. Docente Investigador de la Universidad Estatal del Sur de Manabí; Jipijapa, Ecuador.

3. Docente Investigador de la Universidad Estatal del Sur de Manabí; Jipijapa, Ecuador.

ARTÍCULO ORIGINAL

ABSTRACT

The integration of artiﬁcial intelligence into educational settings has opened new pathways for second lan-

guage 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 lear-

ning. 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 feed-

back, 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 groun-

ded 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.

Keywords: Chatbots, Vocabulary acquisition, EFL, Educational technology, Learner perceptions.

RESUMEN

La incorporación de la inteligencia artiﬁcial en la educación ha abierto nuevas posibilidades para la enseñan-

za de lenguas extranjeras, especialmente mediante el uso de chatbots como agentes conversacionales. Este

estudio examina las percepciones de estudiantes universitarios de inglés como lengua extranjera (EFL) sobre

la utilidad de estos recursos en la adquisición de vocabulario. A través de un diseño cuantitativo no experi-

mental y encuestas estructuradas, se indagó en la valoración estudiantil sobre la eﬁcacia, frecuencia de uso e

implicaciones pedagógicas de los chatbots utilizados en sus cursos de inglés. Los resultados revelan que los

estudiantes consideran estas herramientas tecnológicas como aliadas en la retención léxica, el fortalecimien-

to de la autonomía y la retroalimentación inmediata. Al enfocarse en las percepciones estudiantiles más que

en los resultados de intervención directa, esta investigación aporta a la comprensión del papel de la inteligen-

cia artiﬁcial en contextos EFL y plantea recomendaciones para su integración efectiva en el diseño curricular.

Palabras clave: Chatbots, Adquisición de vocabulario, EFL, Tecnología educativa, Percepciones de los

alumnos.

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178

Introduction

The rapid advancement of artiﬁcial intelligen-

ce (AI) has reshaped educational methodolo-

gies, particularly in EFL (English as a Foreign

Language) contexts. Chatbots AI-powered

conversational agents are increasingly inte-

grated into language learning environments,

offering interactive, contextualized practice

opportunities outside traditional classroom

settings. Early research highlighted the po-

tential of such tools as constant, low-stakes

language partners. As Fryer and Carpenter

(2006) explained, “Chatbots could provide

a means of language practice for students

anytime and virtually anywhere” (p. 9).

Vocabulary acquisition is a cornerstone of

second language proﬁciency and commu-

nicative competence. Nation (2013) empha-

sizes that without robust lexical knowledge,

learners struggle to comprehend or produ-

ce language effectively. In recent years, mo-

dern digital tools have presented promising

avenues for supporting vocabulary lear-

ning, and chatbots have gained recognition

for their interactive capabilities.

Winkler and Söllner (2018) identiﬁed key

educational affordances of chatbots espe-

cially context-awareness, proactive learner

guidance, and seamless integration with

messaging tools. They concluded that the-

se features can signiﬁcantly enhance enga-

gement and usability in learning scenarios.

Wollny et al. (2021) extended this unders-

tanding by outlining ﬁve major evaluation

goals for chatbot research, including usabi-

lity, motivation, learning outcomes, learner

engagement, and interaction quality.

A meta-analytic review published in the In-

ternational Journal of Applied Linguistics

found that chatbots produced a medium

effect size in second language develop-

ment, particularly in vocabulary and com-

municative tasks. The review emphasized

that chatbot use increases learner exposure

to input, encourages output, and facilitates

personalized interaction key variables in the

acquisition of new lexical items.

Zambrano Rodriguez, L. B., San Lucas Marcillo, S. M., & Loor Párraga, A. C.

Despite this empirical support, much of

the literature has focused on technological

implementation or learning outcomes, with

comparatively less emphasis on learner

perspectives. However, learners’ percep-

tions are critical predictors of technology

adoption, motivation, and sustained use. As

Kukulska-Hulme et al. (2020) argued:

While the technical affordances of chat-

bots are well documented, there is a lack

of systematic inquiry into how learners

evaluate their experience. Learners'

perceptions directly affect adoption,

sustained use, and overall educational

impact. (p. 211)

Koç and Savaş (2024), in a systematic meta

synthesis of 57 studies from 2010 to 2024,

observed consistent beneﬁts for vocabulary

acquisition and speaking ﬂuency when lear-

ners interacted with voice-based AI chatbots.

They also noted that emotional engagement

and learner autonomy were increasingly cen-

tral to successful implementation.

Complementary evidence comes from qua-

litative studies in EFL contexts. For instance,

Jeon (2021) found that university students

reported greater motivation, autonomy, and

vocabulary recall after practicing with chat-

bot-based tools. The students valued the

low-pressure environment and the ability to

repeat interactions at their own pace. Given

this background, the present study focuses

on EFL university students’ perceptions re-

garding chatbot-mediated vocabulary lear-

ning. This research adopts a non-interven-

tional, quantitative survey-based design.

The goal is not to measure direct learning

gains but to understand how students eva-

luate the usefulness, accessibility, and edu-

cational value of chatbots.

In the post-pandemic educational context,

where online and hybrid modalities have be-

come the norm, understanding how learners

perceive tools that support autonomous vo-

cabulary learning is particularly relevant.

Chatbots could offer scalable, low-cost, and

ﬂexible solutions that supplement formal

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ARTÍCULO ORIGINAL: CHATBOTS AND VOCABULARY LEARNING: PERCEPTIONS FROM EFL UNIVERSITY

STUDENTS

instruction and foster independent learning.

As Godwin-Jones (2021) has pointed out,

the future of language education increasin-

gly depends on meaningful integration of AI

technologies that align with learner needs

and preferences.

This study seeks to contribute to that inte-

gration by amplifying student voices and

identifying the pedagogical value they per-

ceive in chatbot-based vocabulary learning.

Literature review

Chatbots in SLA and Vocabulary Acquisi-

tion

The integration of artiﬁcial intelligence into

language education has given rise to chat-

bots as promising tools for supporting vo-

cabulary development. These AI-based

conversational agents simulate natural inte-

ractions, providing learners with contextua-

lized input and opportunities for practice.

A systematic review by Schei, Møgelvang,

and Ludvigsen (2024) synthesized 24 em-

pirical studies across higher education and

found that learners consistently perceived

chatbots as useful, motivating, and effective

in supporting academic tasks such as voca-

bulary development and writing. According

to the authors, “students reported improved

retention and deeper engagement with tar-

get vocabulary when chatbot interactions

were part of their routine learning” (p. 922).

This highlights how chatbot-supported dia-

logue may facilitate not only word acquisi-

tion but also deeper lexical processing.

In a related study, Waziana et al. (2024) sur-

veyed 100 undergraduate students and ob-

served that chatbot use led to a perceived

improvement in both vocabulary range and

sentence structure. The ﬁndings suggest

that the tool not only supports vocabulary

acquisition but also encourages learners

to experiment with new lexical items in wri-

ting. As the authors point out, “chatbots help

learners activate and recycle vocabulary

items in meaningful contexts” (p. 358). This

is consistent with the input-interaction-ou-

tput model of second language acquisition,

which emphasizes the need for exposure,

use, and feedback.

Meta-analytic evidence also supports the

effectiveness of chatbots in SLA. A recent

synthesis published in the International

Journal of Applied Linguistics (2024) repor-

ted a medium effect size for chatbot-assis-

ted vocabulary learning across 31 studies.

These results suggest that chatbots can be

pedagogically valuable tools, particularly

when used to supplement classroom ins-

truction. However, the study also noted that

the outcomes depend largely on the quality

of interaction and the learner's engagement

with the chatbot.

It is worth noting that while these ﬁndings are

promising, they often stem from experimental

designs focused on learning gains. In contrast,

the current study seeks to explore perceptions

how learners experience and evaluate chat-

bot use. This shift in focus is signiﬁcant, as it

acknowledges that educational effectiveness

is not solely a matter of outcomes but also of

student attitudes and engagement.

Learner Perceptions and Technology Ac-

ceptance

Perception plays a key role in the success-

ful adoption of any educational technology.

A recent study based on the Technology

Acceptance Model (TAM) applied in Saudi

higher education found that perceived use-

fulness, ease of use, and enjoyment signiﬁ-

cantly predicted students’ willingness to use

chatbots in language learning (MDPI, 2023).

The authors argue that “learners who viewed

chatbots as both helpful and enjoyable were

more likely to integrate them into their study

routines” (p. 6). This aligns with the broader

principle that learner engagement is closely

tied to motivation and perceived relevance.

Furthermore, learners do not only value

chatbots for their convenience but also for

their ability to offer individualized support. In

Waziana et al.’s (2024) study, many partici-

pants reported feeling more conﬁdent using

REVISTA UNESUM-Ciencias Volumen 9, Número 3, 2025

180

new vocabulary after chatbot practice. This

suggests that the non-threatening, persona-

lized nature of chatbot interaction reduces

anxiety and increases lexical experimenta-

tion. Such ﬁndings reﬂect Vygotsky’s notion

of the Zone of Proximal Development, where

scaffolded assistance in this case, through

chatbot feedback enables learners to move

beyond their current level of competence.

Nevertheless, not all studies report unifor-

mly positive attitudes. Some learners ex-

press scepticism about the chatbot’s ability

to handle nuanced or open-ended commu-

nication. As reported by Jeon (2021), stu-

dents occasionally felt that chatbots lacked

depth and emotional responsiveness, which

limited their value in conversation practice.

This tension between technological functio-

nality and human interaction must be ack-

nowledged, particularly when planning pe-

dagogical integration.

These reﬂections underscore the importan-

ce of designing chatbot tasks that are au-

thentic, context-sensitive, and aligned with

the learners’ communicative needs. From a

pedagogical standpoint, the challenge lies

in balancing automation with meaningful en-

gagement, ensuring that students not only

use the tool but also perceive it as a valua-

ble complement to their learning.

Educational Affordances and Challenges

Beyond vocabulary learning, chatbots offer

a range of affordances in educational set-

tings. Studies have shown that they can

increase learner autonomy, provide imme-

diate feedback, and encourage metacog-

nitive awareness. Koç and Savaş (2024), in

a comprehensive metasynthesis, found that

“chatbots promoted vocabulary retention

and speaking ﬂuency by offering learners

repeated exposure to target language and

corrective feedback in a non-judgmental en-

vironment” (p. 13). These features contribu-

te to a more personalized and learner-cen-

tered approach to language education.

However, the literature also points to certain

limitations. One key issue is the emotional

shallowness of chatbot interactions. Unlike

human interlocutors, chatbots are limited

in their ability to express empathy, respond

to affective cues, or adapt to nuanced lear-

ner moods. As noted in a 2023 review by

Abusahyon et al., “students sometimes des-

cribed chatbot interaction as mechanical or

impersonal, especially when dealing with

emotionally loaded topics” (p. 144). This

can reduce learner satisfaction and hinder

long-term engagement.

Another challenge relates to ethical and pe-

dagogical concerns. Chatbots often collect

and process learner data, raising questions

about privacy, consent, and data security.

Moreover, over-reliance on automated tools

may lead to reduced human interaction and

a fragmented learning experience. Educa-

tors must thus weigh the beneﬁts of chatbot

integration against potential drawbacks, en-

suring that these tools are used to enhance,

not replace, the human element in education.

In sum, the literature suggests that chatbots

have signiﬁcant potential to support voca-

bulary learning in EFL contexts. However,

their effectiveness depends not only on

technical performance but also on learner

perceptions, task design, and ethical con-

siderations. This study aims to contribute to

this growing ﬁeld by exploring how universi-

ty students evaluate these tools in terms of

their vocabulary learning experience.

Methodology

This study adopts a quantitative, non-ex-

perimental design to investigate the per-

ceptions of university-level EFL students

regarding the use of chatbots in vocabulary

acquisition. The primary objective is not to

measure causality or conduct an interven-

tion, but rather to collect and analyze stu-

dent perspectives on the pedagogical value

of chatbot-based vocabulary support.

The non-experimental approach was selec-

ted due to its suitability for exploring existing

Zambrano Rodriguez, L. B., San Lucas Marcillo, S. M., & Loor Párraga, A. C.

181

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phenomena without manipulation of varia-

bles. As Hernández, Fernández, and Bap-

tista (2014) point out, “non-experimental re-

search observes phenomena as they occur

naturally, without any intentional intervention

by the researcher” (p. 151). This design is

particularly appropriate when the goal is to

understand perceptions, attitudes, and pre-

ferences, as is the case in this study.

The research follows a descriptive and

cross-sectional model, aimed at capturing

a snapshot of student attitudes at a given

time. This is aligned with Creswell and

Creswell’s (2018) view that “descriptive sur-

vey designs are useful when the objective is

to obtain an overall picture of a population’s

beliefs or experiences on a topic” (p. 145).

The cross-sectional nature of the study also

allows for data collection across a broad

sample without the need for long-term trac-

king or follow-up.

The population targeted in this study con-

sists of undergraduate students enrolled in

English as a Foreign Language (EFL) pro-

grams at a university level. These students

have previously used or been exposed to

chatbot tools (e.g., Replika, ChatGPT, Duo-

lingo bots) in academic or extracurricular

language learning contexts.

A purposive sampling strategy will be em-

ployed, as this method allows researchers

to select participants based on speciﬁc cha-

racteristics relevant to the study (Palinkas et

al., 2015). In this case, the inclusion crite-

ria are: (1) enrollment in a university-level

EFL course, and (2) prior interaction with at

least one chatbot tool for language learning

purposes. A sample size of approximate-

ly 80–120 students is anticipated, which is

considered adequate for descriptive survey

research with limited statistical analysis.

Data will be collected through a structured

survey questionnaire designed speciﬁcally

for this study. The instrument includes three

main sections: (a) demographic information,

(b) usage and frequency of chatbot tools,

and (c) perceptions regarding the effective-

ness, usability, and learning impact of chat-

bots in vocabulary development.

The questionnaire includes both Likert-sca-

le items and open-ended prompts. Likert

items will be used to quantify perceptions

related to usefulness, ease of use, motiva-

tion, feedback quality, and lexical improve-

ment. Open-ended responses will provide

deeper insight into learners’ subjective ex-

periences. The combination of closed and

open questions offers both breadth and

depth, aligning with best practices in sur-

vey-based educational research (Dörnyei &

Taguchi, 2010).

To ensure validity, the questionnaire will be

reviewed by two experts in applied linguis-

tics and educational technology. A pilot test

with a small group of EFL learners will be

conducted to assess clarity, timing, and

item reliability.

Quantitative data will be analyzed using

descriptive statistics (mean, frequency,

percentage) to identify trends in student

perceptions. Where appropriate, cross-ta-

bulations may be used to explore differen-

ces based on gender, academic level, or

frequency of chatbot use. The open-ended

responses will undergo basic content analy-

sis to identify recurring themes and com-

plement the numerical ﬁndings. This mixed

data approach, though primarily quantita-

tive, provides a richer and more nuanced

understanding of how learners interact with

and evaluate chatbot tools. As suggested

by Cohen, Manion, and Morrison (2018),

integrating qualitative insights into quantita-

tive designs helps reveal patterns that num-

bers alone cannot capture.

Results

The results are derived from a structured

survey administered to 100 university EFL

students, using a 5-point Likert scale (1 =

Strongly Disagree, 5 = Strongly Agree). The

survey included 15 items grouped into three

main dimensions: Perceived Usefulness

(PU), Ease of Use and Engagement (EU),

ARTÍCULO ORIGINAL: CHATBOTS AND VOCABULARY LEARNING: PERCEPTIONS FROM EFL UNIVERSITY

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182

and Vocabulary Development Impact (VD).

The descriptive statistics for each item in-

clude: Mean (M), Standard Deviation (SD),

Frequency (n) and percentage (%).

Statistical Formulas

 = () / 

2. Standard Deviation (SD):

 = √(( − )² / ( − 1))

 = () / 

2. Standard Deviation (SD):

 = √(( − )² / ( − 1))

1. Mean (M):

2. Standard Deviation (SD):

Table 1.

Descriptive Statistics for Key Survey Items

Note: Agreement scores reﬂect the percentage of participants who selected “Agree” (4) or

“Strongly Agree” (5) on a 5-point Likert scale. M = Mean; SD = Standard Deviation.

Item Statement

% Agree (4–5)

Chatbots help me

remember new

words better.

4.28

0.61

87%

I find chatbot

interactions easy

to use.

4.15

0.74

83%

I feel more

confident using

vocabulary after

using a chatbot.

3.98

0.82

76%

I use chatbots

regularly for

vocabulary

practice.

3.65

0.91

61%

Chatbots make

vocabulary

learning more

engaging.

4.10

0.69

84%

I prefer learning

vocabulary with

chatbots rather

than flashcards.

3.45

0.95

54%

The ﬁndings of this study reveal generally

positive perceptions among EFL university

students regarding the use of chatbots for

vocabulary learning. With average agree-

ment rates exceeding 80% on statements

related to perceived usefulness and enga-

gement, the data suggest that chatbot tools

are well-received by learners and conside-

red valuable supports in vocabulary acqui-

sition processes. These results align with

previous research indicating that chatbots

foster motivation, increase exposure to le-

xical items, and promote retention through

interaction and feedback (Schei et al., 2024;

Koç & Savaş, 2024).

A closer look at the data shows that learners

found chatbots especially effective in hel-

ping them remember new words (M = 4.28,

SD = 0.61) and making vocabulary learning

more engaging (M = 4.10, SD = 0.69). The-

se perceptions are consistent with the prin-

ciples of task-based language teaching and

Zambrano Rodriguez, L. B., San Lucas Marcillo, S. M., & Loor Párraga, A. C.

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input-enhancement theory, which emphasi-

ze the role of meaningful, repeated exposu-

re and contextualized practice in vocabu-

lary acquisition (Ellis, 2003). By simulating

real conversation, chatbots create opportu-

nities for learners to encounter and use new

words in interactional contexts, reinforcing

both recognition and recall.

Moreover, learners reported relatively high

conﬁdence in using vocabulary after chat-

bot interaction (M = 3.98). This may reﬂect

the low-stress environment that chatbots

provide, as learners can practice autono-

mously and without fear of judgment. This

ﬁnding supports the claim made by God-

win-Jones (2021), who stated that “chatbots

offer a pressure-free zone for experimen-

tation, contributing to learner self-efﬁcacy

and motivation” (p. 5). When learners feel in

control of their practice, they are more likely

to take risks, explore vocabulary in varied

forms, and consolidate their learning throu-

gh repetition.

However, it is important to acknowledge that

not all results point to uncritical enthusiasm.

Item 6 regarding learner preference for

chatbots over traditional methods received

a lower mean score (M = 3.45), suggesting

that while chatbots are welcomed, they may

not fully replace other tools such as ﬂash-

cards or teacher-led instruction. This nuan-

ced perspective indicates that learners view

chatbots as complementary, not substitute

tools. As Kukulska-Hulme et al. (2020) note,

“the value of intelligent tools lies not in their

ability to replace educators, but in their po-

tential to augment and personalize learning

pathways” (p. 212).

These results also highlight the potential

of chatbots to promote learner autonomy,

a key objective in modern EFL pedagogy.

Students who reported regular chatbot use

(Item 4, M = 3.65) also tended to score hi-

gher in perceived impact on vocabulary

development. This ﬁnding aligns with usa-

ge-based theories of language learning,

which posit that frequency and meaningful

use of language forms enhance acquisition

(Ellis, 2003). In other words, the more lear-

ners interact with vocabulary through chat-

bots, the more conﬁdent and competent

they feel in their use of lexical items.

Nevertheless, some challenges remain. As

identiﬁed in prior studies (Jeon, 2021; Abu-

sahyon et al., 2023), chatbot interactions

can sometimes feel impersonal or limited

in conversational depth. The present study

does not directly measure these affective re-

actions, but the lower score on chatbot pre-

ference over ﬂashcards may reﬂect a similar

concern. It is possible that learners appre-

ciate the functional beneﬁts of chatbots whi-

le still desiring human interaction and emo-

tionally responsive feedback, especially in

higher-level or complex language tasks.

In pedagogical terms, these ﬁndings sug-

gest that chatbots can serve as effective

tools for out-of-class reinforcement, suppor-

ting vocabulary learning through frequent,

low-stakes engagement. However, for opti-

mal results, their use should be strategica-

lly integrated into the curriculum, not left to

chance. Instructors can encourage struc-

tured chatbot tasks, monitor usage, and

provide complementary activities that link

chatbot interaction to in-class discussions

or assessments.

Finally, the results point to the need for on-

going evaluation of chatbot implementation,

especially as AI technology evolves rapidly.

Institutions adopting chatbot platforms should

consider learner feedback, usability data, and

alignment with instructional goals to ensure

that these tools enhance, rather than distract

from, language learning objectives.

Conclusions

The present study examined university-level

EFL students’ perceptions of chatbots as tools

for vocabulary acquisition, using a quantita-

tive, non-experimental design. Drawing on

structured survey data, the ﬁndings revealed

that students generally perceive chatbot in-

teractions as useful, accessible, and motiva-

ARTÍCULO ORIGINAL: CHATBOTS AND VOCABULARY LEARNING: PERCEPTIONS FROM EFL UNIVERSITY

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184

ting. Learners reported positive experiences

with chatbot-supported vocabulary practice,

especially in terms of retention, engagement,

and conﬁdence. These perceptions align

with recent research advocating for the in-

tegration of artiﬁcial intelligence in language

learning environments to promote autonomy

and personalized instruction.

The results contribute to the existing literature

by emphasizing learner attitudes rather than

learning outcomes, which is a critical but of-

ten overlooked dimension in the evaluation

of educational technologies. While many stu-

dies focus on measurable language gains,

understanding how students experience and

evaluate tools like chatbots provides essen-

tial insight into their sustained use and edu-

cational impact. As the ﬁndings suggest, stu-

dents are not only willing to use chatbots they

also view them as legitimate complements to

traditional learning resources.

However, the data also reveal that learners

may not view chatbots as replacements for

human instruction. The preference for com-

bining chatbot interaction with other tools

indicates the importance of maintaining ba-

lance in instructional design. Chatbots can

provide ﬂexible, on-demand practice, but

they lack the emotional intelligence and pe-

dagogical judgment of human educators.

Therefore, instructors should consider using

chatbots as supplemental tools rather than

as core content delivery mechanisms.

From a pedagogical standpoint, the study

supports the inclusion of chatbot-based vo-

cabulary tasks in EFL curricula. Instructors

may assign weekly chatbot interactions that

focus on thematic vocabulary sets, integrate

chatbot dialogues into project-based lear-

ning, or use chatbot responses as a spring-

board for reﬂective writing. These strategies

can enhance learner autonomy, diversify

vocabulary exposure, and encourage more

personalized learning pathways.

At the institutional level, EFL programs

should ensure that chatbot tools are introdu-

ced systematically, with proper orientation

for both students and instructors. Training

should include not only how to use the tool,

but also how to interpret feedback, apply vo-

cabulary in context, and reﬂect on learning

processes. Additionally, ethical considera-

tions such as data privacy and academic

integrity must be addressed before chatbot

tools are fully deployed.

Future research may expand upon this study

by examining the longitudinal impact of chat-

bot use on vocabulary retention, conducting

comparative studies between different types

of chatbots (e.g., rule-based vs. generative),

or exploring the role of emotional engage-

ment in technology acceptance. Moreover,

qualitative approaches such as interviews or

focus groups could provide deeper insight

into learner experiences and preferences.

In conclusion, this study afﬁrms the pedago-

gical potential of chatbots in vocabulary lear-

ning within EFL university settings. By cen-

tering on student perceptions, it highlights

the value of aligning technological innovation

with learner needs and expectations. As di-

gital tools continue to evolve, thoughtful inte-

gration of AI-driven resources like chatbots

may offer powerful pathways for enriching

language education provided they are used

not as replacements for educators, but as

partners in the learning process.

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ARTÍCULO ORIGINAL: CHATBOTS AND VOCABULARY LEARNING: PERCEPTIONS FROM EFL UNIVERSITY

STUDENTS