Learners’ Perceptions of ChatGPT’s Interactive Features in Vocabulary Enhancement: A Systematic Literature Review

Abstract

The integration of Artificial Intelligence (AI) into language education has significantly transformed vocabulary learning by promoting interactive, adaptive, and personalized learning experiences. Among the various AI-driven tools, ChatGPT has garnered increasing attention for its potential to enhance vocabulary acquisition in English as a Second Language (ESL) contexts. This Systematic Literature Review (SLR) synthesizes empirical studies that investigate learners’ perceptions of ChatGPT’s interactive features in vocabulary enhancement across primary, secondary, and tertiary educational settings. Overall, findings suggest that learners perceive ChatGPT as an engaging and motivating tool that facilitates vocabulary retention and active language use. However, recurring concerns are highlighted, including content repetitiveness, learner overreliance on AI-generated responses, and occasional inaccuracies. The review is framed within cognitive processing theories, specifically Bottom-Up, Top-Down, and Interactive approaches, to examine how learners process and engage with AI-mediated vocabulary input. Furthermore, it explores pedagogical frameworks for effectively integrating AI in ESL classrooms, with emphasis on accessibility, learner autonomy, and adaptive learning practices to support vocabulary enhancement.