Improving L2 vocabulary retention and learning engagement through L1 traditional stories in review activities using ChatGPT-generated questions
Bibliographic Data
| ID | 22422306 |
|---|---|
| Authors | Zi-Gang Ge (0000-0002-1733-2429, Beijing University of Posts and Telecommunications, corresponding author), Zi-Huan Qi (0009-0004-6020-1469, Hebei University) |
| Year | 2026 |
| Publication date | 2026-02-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching Research (JOURNAL) |
| Journal identifiers | ISSN: 1362-1688 • E-ISSN: 1477-0954 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/13621688251413650 |
| OpenAlex | W7128999773 |
| Language | EN |
| References cited | 40 |
This study investigates the effects of incorporating first language (L1) traditional stories into second language (L2) vocabulary review activities on vocabulary retention and learning engagement, with the use of ChatGPT as a tool to assist the teacher in generating review materials. A total of 79 freshmen majoring in Computer Science participated, with 41 in the experimental group and 38 in the control group. In both groups, ChatGPT was used by the teacher to generate multiple-choice questions for the vocabulary review activities, with the experimental group incorporating Chinese traditional stories into the questions, while the control group used questions generated without these stories. This approach helped reduce the teacher’s workload while maintaining their central role in guiding the learning process. Research instruments included a pretest and a posttest to assess vocabulary retention, a questionnaire to measure behavioral, emotional, and cognitive dimensions of learning engagement, and online interviews to explore students’ attitudes towards the use of traditional stories. The results reveal that integrating Chinese traditional stories significantly enhanced students’ behavioral and emotional engagement and improved vocabulary retention. However, it did not significantly affect cognitive engagement, which remained high across both groups. The study also examines the correlations between engagement dimensions and provides insights into potential explanations for these findings, suggesting areas for future research to further optimize L2 vocabulary learning experiences.
Cognition · Language acquisition · Teaching method · Vocabulary · Vocabulary development · Vocabulary Learning · Workload · Artificial Intelligence in Healthcare and Education · Intelligent Tutoring Systems and Adaptive Learning · Second Language Acquisition and Learning
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| Highly cited | No |
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