Abstract
This study investigates the effectiveness of using artificial intelligence (AI) in enhancing vocabulary learning among Libyan EFL undergraduate students at Zawia University. The research adopts a quasi-experimental design involving an experimental group exposed to AI-based vocabulary learning tools and a control group taught through traditional methods. Data were collected using pre-test and post-test instruments to measure vocabulary acquisition. Statistical analysis revealed a significant improvement in the experimental group compared to the control group. The findings suggest that AI-based learning environments provide interactive, adaptive, and personalized learning experiences that enhance vocabulary retention and usage. The study concludes that AI integration in EFL classrooms significantly improves vocabulary learning outcomes and recommends its incorporation into higher education curricula in Libya.References
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Copyright (c) 2026 Mohamed Hmouma, Abdusalam Benarose (Author)