Effectiveness of animated drawings by Meta for fostering efl vocabulary in an ecuadorian primary school

Gary Andrés Garaicoa Silva, Jorge Francisco Zambrano Pachay, Gabriela Alejandra Barreno Solórzano, Cristhian Alejandro Castro Tomalá

Resumen


Artificial Intelligence (AI) tools have become an essential element of English as a Foreign Language (EFL) today, especially as complementary resources to innovate teaching practices in schools. Therefore, AI tools are useful for teaching vocabulary in order to find an alternative way to be applied to English as a Foreign Language (EFL) learners. This study is descriptive and inferential with a quantitative approach, with a quasi-experimental design. The objective of this research was to implement the AI tool "Cartoons" powered by Meta to improve EFL vocabulary retention in elementary school students. The population of 5th to 7th grade is classified as EGB (Educación General Básica Media) with a total of 144 students during the third quarter of the 2024-2025 academic year. Non-probability sampling was the chosen sample type, consisting of 44 6th-grade students. 22 students from Section A of 6th grade were included in the control group (CG), which received the traditional teaching method, and 22 students from Section B of 6th grade were included in the experimental group (EG), in which the AI tool "Cartoons" was implemented to teach vocabulary. In conclusion, the implementation of the AI tool "Cartoons" proved effective in teaching vocabulary.


Palabras clave


Artificial intelligence tools; English as a foreign language; vocabulary retention; cartoons; elementary school.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i5.9609

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