The Effect of AI-Powered Adaptive Tools on Vocabulary Acquisition among University Students: A Systematic Review

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  • Fadoua Er-rakrakyAbdelmalek Essaadi University, Tétouan, Morocco - LLCIS Research Lab
  • Nafiaa BouananiAbdelmalek Essaadi University, Tétouan, Morocco - LLCIS Research Lab
PDF (backup copy)Official version on IMISTDOI
Journal
Confluence Journal of Multidisciplinary Studies (e-ISSN 3085-5411)
Issue
Vol. 2 No. 4 (2026): Artificial Intelligence in Education
Section
Articles
Pages
56-74
Published
30 October 2026
DOI
https://doi.org/10.34874/PRSM.cjms-vol2iss4.15458
License
Creative Commons Attribution 4.0 International (CC BY 4.0)
Copyright (c) 2026 Fadoua Er-rakraky, Nafiaa Bouanani

Abstract

Recently, the use of AI technologies in education has rapidly developed and yielded crucial outcomes in different tasks, and it has become an effective educational approach that provides flexible and personalized learning experiences (Chu et al. 23). In the context of English as a Foreign or Second Language, educational technologies may provide new opportunities for supporting university students’ vocabulary acquisition, although their effectiveness varies across learning contexts. This systematic review explores how AI-powered adaptive platforms affect vocabulary acquisition among EFL/ESL university students, uncovering specific tools, AI features, outcomes, and challenges.  Following a systematic review protocol, empirical studies indexed in Scopus, Web of Science, and ERIC were screened according to predefined inclusion and exclusion criteria. This review included 29 empirical studies published between 2024 and 2026. The findings show that there is an increase in research on AI-based vocabulary acquisition, especially in Asian countries. ChatGPT emerged as the most frequently used AI tool, and the reviewed studies reported that the use of AI enhances vocabulary acquisition by providing personalized learning, immediate feedback, and contextualized content. However, the quality appraisal identified some methodological limitations across the evidence base, and a number of challenges associated with AI use were also identified, suggesting that teacher guidance remains crucial to ensure the effective use of AI-powered tools in vocabulary acquisition.

Keywords

Artificial IntelligenceAdaptive LearningVocabulary AcquisitionUniversity Students

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