Abstract

Vocabulary knowledge is crucial for language proficiency, yet many learners struggle to find effective strategies for
vocabulary acquisition. This research paper explores the potential of ChatGPT as a tool to support and enhance
vocabulary learning. The literature review highlights ChatGPT's unique capabilities, including providing detailed
explanations of vocabulary usage, offering contextual examples, and delivering personalized feedback - features that
suggest ChatGPT can contribute to improving both the breadth and depth of learners' vocabulary knowledge.

1. INTRODUCTION
Vocabulary knowledge is widely recognized as a crucial component of language proficiency, serving as the building
blocks for reading comprehension, written expression, and oral communication (Nation, 2001). However, developing
a robust vocabulary can be a significant challenge for language learners, particularly those in the early stages of their
academic journey. The research paper examines the existing research on the use of ChatGPT and other chatbots in
language learning contexts, with a specific focus on their impact on vocabulary development. It investigates the
innovative and engaging approaches that these AI-powered tools can bring to vocabulary instruction, and how they
may help revitalize learners' interest and motivation.
2. Research question
How can the use of ChatGPT enhance vocabulary acquisition?
3. Purposes of the study
The purpose of this study is to explore the potential of ChatGPT in enhancing vocabulary acquisition. It aims to
investigate the specific features and capabilities of ChatGPT that can support and improve the vocabulary learning
process. Additionally, the study seeks to identify the gaps in the current research on the use of ChatGPT in vocabulary
teaching and learning contexts. By addressing these aspects, the study can provide valuable insights and guidance for
educators at HUTECH on effectively incorporating emerging AI-powered tools into their vocabulary instruction.

3. LITERATURE REVIEW
3.1 Vocabulary
3.1.1 Definitions of vocabulary
The development of a robust vocabulary is widely recognized as a critical component in the process of foreign
language acquisition (Hatch & Brown, 2001). Vocabulary has been conceptualized as "a list or set of words that might
be used by individual speakers of a language" (Hatch & Brown, 2001). This conceptualization highlights the role of
vocabulary as the foundational lexical building blocks that enable language users to effectively express ideas, convey
meaning, and communicate (Wu, 2009).
Building on this notion, Wu (2009) further elaborates that vocabulary consists of "a list or set of words for a
particular language" that are "usually in alphabetical order" and accompanied by their respective definitions. This
emphasis on the structured, lexical nature of vocabulary underscores its importance as a systematic inventory of
linguistic resources available to language learners.
In synthesizing these perspectives, vocabulary can be understood as a comprehensive set of words, along with
their associated meanings, which serves as the primary medium through which individuals engage in communicative
exchanges within a given language (Hatch & Brown, 2001; Wu, 2009). The breadth and depth of one's vocabulary
knowledge is therefore a key determinant of their overall linguistic proficiency and communicative competence.
3.1.2 The Importance of vocabulary size and depth for language proficiency
Scholars have distinguished between two key dimensions of vocabulary knowledge: "breadth" and "depth" (Anderson
& Freebody, 1981). The "size" or "breadth" of vocabulary refers to the sheer number of lexical items an individual has
acquired, while the "depth" or "quality" of vocabulary denotes the level of familiarity and understanding an individual
possesses regarding the semantic properties and nuances of those lexical items (Anderson & Freebody, 1981; Schmitt,
2014). Consequently, the enhancement of both vocabulary size and depth has been identified as a crucial objective in
the context of foreign language acquisition (Schmitt, 2014).

3.2 Chat GPT

3.2.1 CHATGPT and its development
ChatGPT is a state-of-the-art chatbot based on OpenAI's Generative Pre-trained Transformer-3 (GPT-3)
family of large language models (Radford et al., 2018). The model has been fine-tuned using

both supervised and reinforcement learning techniques, resulting in a sophisticated neural network architecture that
draws from large datasets to form varied strengths of connections (Radford et al., 2018). This underlying language
model enables ChatGPT to produce text responses that closely resemble human language, as well as engage in
responsive dialogues, admitting mistakes, challenging incorrect premises, and rejecting inappropriate requests
(MacNeil et al., 2022).

The potential applications of ChatGPT in language learning are wide-ranging, encompassing tasks such as text
generation, machine translation, content correction, problem-solving, summarization, grammar correction, and
answering questions (MacNeil et al., 2022). The chatbot operates in a conversational manner, responding to each
prompt entered by the user, and is based on the deep learning model for Natural Language Processing (NLP) called
GPT, the sibling model GPT-3.5 (MacNeil et al., 2022).

In conclusion, the release of ChatGPT has generated significant interest in the potential of AI-powered chatbots for
language learning due to its exceptional performance in a wide range of tasks, its ability to engage in natural and
responsive dialogues, and its underlying sophisticated language model architecture (MacNeil et al., 2022; Radford et
al., 2018). 2.2.3

2.1 ChatGPT in language learning

AI-powered chatbots have become a prominent feature in the language learning domain, with ChatGPT
serving as a prime example. Unlike traditional question-and-answer chatbots, ChatGPT possesses the ability to engage
users in back-and-forth conversations, drawing upon a vast language database to generate novel content (Pavlik,
2023). This versatility empowers ChatGPT to undertake a wide array of tasks, from summarizing lengthy articles to
producing initial drafts of presentations, and even generating reasonably high-quality academic articles on specific
subjects (Pavlik, 2023).
 The incorporation of chatbots into language learning has been a subject of growing research interest. By
leveraging natural language processing and machine learning techniques, these conversational agents can adapt to
learners' proficiency levels and personalize the learning content (Shin et al., 2021). Shin et al. (2021), for instance,
developed an adaptive chatbot that modulates the difficulty of conversations based on learners' language expertise,
resulting in enhanced engagement and learning outcomes. Likewise, Yang et al. (2022) found that learners who
interacted with a pronunciation-focused chatbot demonstrated significant improvements in pronunciation accuracy
compared to a control group.

Chatbots can also generate discussion topics and creative writing prompts, actively engaging students in
language learning and production (TESOL International Association, 2023). Importantly, ChatGPT's ability to
integrate a vast array of learning resources can substantially enrich the language learning experience (TESOL
International Association, 2023). Furthermore, ChatGPT provides language learners with immediate feedback,
promoting learner autonomy and self-correction. Chen et al. (2022) utilized a chatbot to support learners' writing
skills, offering automated feedback on grammar, vocabulary, and sentence structure, leading to enhanced writing
performance over time. Similarly, Kim (2018) developed a vocabulary-focused chatbot that presented learners with
targeted vocabulary items in context and provided immediate feedback, resulting in improved vocabulary retention.

The broader context of language learning highlights the great potential of integrating AI-powered chatbots,
such as ChatGPT, into the learning process. These conversational agents can offer learners authentic and interactive
language learning experiences, fostering language competence, personalized learning, and positive learning outcomes
across various language skills.
ChatGPT in vocabulary acquisition
One of the key areas where ChatGPT holds promise is in language learning, specifically in enhancing
vocabulary acquisition. ChatGPT's ability to explain the use of vocabulary in detail and offer contextual examples can
significantly enhance learners' understanding and retention of new vocabulary items (Hong, 2021). Moreover, the
instant feedback provided by ChatGPT is a notable benefit, as it can be more effective in reinforcing vocabulary
learning compared to the often delayed teacher feedback that learners receive.

Chatbots like ChatGPT can offer innovative and effective ways to learn vocabulary, as they can help revitalize
learners' interest, which may diminish over time during the learning process (Huang et al., 2022). These chatbots have
the ability to provide contextualized examples and meaningful interactions, which can promote vocabulary acquisition
through their ability to mimic conversations and engage learners in a dialogue (Yildiz, 2023).

Additionally, the opportunity for learners to communicate individually with a chatbot is invaluable, as it
enables the chatbot to tailor the vocabulary practice to the learner's specific needs and language level, acting as a
personalized language coach. This personalized approach can lead to increased vocabulary size, including the
acquisition of formulaic sequences, which are an essential component of language proficiency (Yildiz, 2023).
By leveraging the chatbot's ability to provide authentic and interactive conversational experiences, detailed vocabulary
explanations, and instant feedback, language learners can potentially experience enhanced vocabulary acquisition and
retention.
3. Implications
The literature review highlights the significant potential of ChatGPT in supporting vocabulary acquisition among
language learners. ChatGPT's ability to provide detailed explanations of vocabulary usage, offer contextual examples,
and deliver instant feedback can contribute to enhancing both the size and depth of learners' vocabulary knowledge.

The review suggests that ChatGPT and similar chatbots can offer innovative and engaging approaches to vocabulary
learning, which may help revitalize learners' interest and motivation over time. The personalized nature of the
interactions with ChatGPT, where the chatbot can tailor the vocabulary practice to individual needs and language
levels, is another valuable feature that can lead to increased vocabulary size and the acquisition of essential formulaic
sequences.

However, the review also acknowledges a noticeable lack of research on the use of ChatGPT and other chatbots in the
context of vocabulary teaching and learning. This gap presents a significant opportunity for further investigation to
explore the effectiveness of these AI-powered tools in enhancing both the breadth and depth of vocabulary acquisition
among language learners.

By conducting more empirical research in this area, scholars and educators can gain a deeper understanding of the
impact of ChatGPT and similar applications on various aspects of vocabulary development. This knowledge can
inform the design and implementation of more effective vocabulary instruction and learning strategies that leverage
the unique capabilities of AI-powered chatbots.

Ultimately, the potential of ChatGPT in supporting vocabulary acquisition is promising, but further research is needed
to fully capitalize on this potential and optimize the integration of chatbots in language learning contexts. Applying
ChatGPT in vocabulary teaching and learning, and evaluating its impact on learners' vocabulary development, can
contribute to advancing the field of language education and provide valuable insights for the effective utilization of
AI-powered technologies in language learning.

Conclusion
ChatGPT has considerable potential as a tool to support vocabulary acquisition for language learners. The chatbot's
ability to deliver detailed explanations, provide contextual examples, and offer personalized feedback suggests it can
be a valuable asset in enhancing both the size and depth of students' vocabulary knowledge. Educators should consider
incorporating ChatGPT into their vocabulary teaching strategies, but they must also take steps to educate students on
how to use the tool effectively. Learners should be made aware of the limitations of ChatGPT, so they can engage with
it critically and supplement its use with other learning resources. Continued research and thoughtful implementation
will be key to realizing the full potential of ChatGPT in vocabulary acquisition.
Yan, Da. 2023. Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and
Information Technologies, 1–25.

M. Delaney, AI Language bot ChatGPT Can Pass parts of Business, Law and Medical Exams
(2023). https://www.washingtotimes.com/news/2023/jan/29/chatgptai-language-bot-can-pass-business-law-
and-/.

Radford, A., Narasimhan, K., Salimans, T., & Sutskever, I. (2018). Improving language understanding by generative pre-training.
http://www.cs.ubc.ca/amuham01/LING530/papers/radford2018improving.pdf

MacNeil, S., Tran, A., Mogil, D., Bernstein, S., Ross, E., & Huang, Z. (2022, August). Generating diverse code explanations using the
gpt-3 large language model. In Proceedings of the 2022 ACM Conference on International Computing Education Research-Volume 2
(pp. 37-39). https://doi.org/10.1145/3501709.3544280

Hong, W. C. H. (2015). Collocations and Word Combinations in Writing: Challenges of and Suggestions for Teaching and Learning. In
E. Doman (Ed.), Reframing English Education in Asia (pp. 63-74). Salt Lake City, MI: American Academic Press.

TESOL International association. (2023). AI for Language Learning: ChatGPT and the Future of ELT. http://blog.tesol.org/ai-for-
language-learning-chatgpt-and-the-future-of-elt/

Hong, W. C. H. (2021b). Macao Secondary School EFL Teachers’ Perspectives on Written Corrective Feedback: Rationales and
Constraints. Journal of Educational Technology and Innovation, 1(04), 1-13. https://jeti.thewsu.org/index.php/cieti/ article/view/17

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Pavlik, John V. 2023. Collaborating With ChatGPT: Considering the Implications of Generative Artificial Intelligence for
Journalism and Media Education. Journalism & Mass Communication Educator 78: 84–93.

Shin, Dongkwang, Heyoung Kim, Jang Ho Lee, and Hyejin Yang. 2021. Exploring the use of an artificial intelligence
chatbot as second language conversation partners. Korean Journal of English Language and Linguistics 21: 375–91.

Yang, Hyejin, Heyoung Kim, Jang Ho Lee, and Dongkwang Shin. 2022. Implementation of an AI chatbot as an English
conversation partner in EFL speaking classes. ReCALL 34: 327–43

Chen, Zhenzhen, Weichao Chen, Jiyou Jia, and Huixiao Le. 2022. Exploring AWE-supported writing process: An
activity theory perspective. Language Learning & Technology 26: 129–48.

Duy Van Vu, Elke Peters,2021. Vocabulary in English Language Learning, Teaching, and Testing in Vietnam: A
Review

Stuart Webb, Paul Nation.2017. How Vocabulary is Learned,books.google.com.vn/books?

hl=vi&lr=&id=KEsrDwAAQBAJ&oi=fnd&pg=PT14&dq=Webb,+S.%3B+Nation,+P.
+How+Vocabulary+Is+Learned%3B+Oxford+University+Press:+Oxford,+UK,+2017.+
%5B&ots=6TgFzR9II1&sig=zu9QEHZTxZSYuHzsT_VsA-kdslw&redir_esc=y#v=onepage&q&f=false

Vocabulary acquisition: Practical strategies for ESL studentshttps://www.ojed.org/index.php/jis/article/view/520/431

Nonthaphat Tipayavaravan, Yanika Sirichokcharoenkun, and Linh Cao.ChatGPT: A New Tool for English
Language Teaching and Learning at Vietnamese High Schoolshttps://osf.io/preprints/edarxiv/m7k4y
Hockly N,Artificial Intelligence in English language teaching: The good, the bad and the
ugly.https://doi.org/10.1177/00336882231168504

Exploring the Potential of Chatbots and ChatGPT in Enhancing Vocabulary

Knowledge,https://www.researchgate.net/publication/372077007_Exploring_ChatGPT_Uses_in_Higher_Studies
A Study on Analyzing the Role of ChatGPT in English Acquisition among ESL Learners
during English Language
Classroom,https://www.researchgate.net/publication/376594361_Exploring_the_Efficacy
_of_ChatGPT_in_Language_Teaching
Na-Young Kim; Yoonjung Cha; Hea-Suk Kim, Future English Learning: Chatbots and Artificial
Intelligence. Multimedia-Assisted Language Learning,
2019https://openurl.ebsco.com/EPDB%3Agcd%3A4%3A14855156/detailv2?sid=ebsco
%3Aplink%3Ascholar&id=ebsco%3Agcd%3A139460192&crl=c

Retracted: Analysis of the Factors Influencing the Adaptability of College English Learning Based on Artificial Intelligence Teaching
Assistance,https://doi.org/10.1155/2023/9813296

Using an Artificial Intelligence Application for Developing Primary School Pupils' Oral Language
Skill,https://doi.org/10.1177/21582440231193818

An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners’ Speaking
Skills,https://doi.org/10.1177/21582440231193818

Developing Professional-Level Language Proficiency,https://books.google.com.vn/books?hl=vi&lr&id=-

Lz_vDRU0GsC&oi=fnd&pg=PR7&dq=language+proficiency+&ots=EgthdMbE6Q&sig=V78CIp2h2wkd2Z83U09D_haJZfo&redir_esc=y&pli
=1#v=onepage&q=language%20proficiency&f=false

what is academic language proficiency,https://www.sdkrashen.com/content/articles/krashen_brown_alp.pdf

Vocabulary Learning Strategies and Language Learning Outcomes,https://doi.org/10.1111/j.1467-1770.1996.tb01355.x,

Assessing the Usability of ChatGPT for Formal English Language,https://doi.org/10.3390/ejihpe13090140