Abstract
Abstract This study assesses the effectiveness of ChatGPT versus the Longman Dictionary of Contemporary English (LDOCE) in supporting English language learners in lexically challenging receptive and productive lexical tasks. With a sample of 223 university students at B2 to C1 proficiency levels, this research investigates whether a leading AI-driven chatbot or a high-quality learners’ dictionary better assists learners in accurately understanding and producing English. The results reveal ChatGPT’s superior performance in both task types. Efficiency, in terms of consultation speed, also favoured ChatGPT, though only in the production task. This study advocates for an integrated approach that leverages both AI, with its interactive and immediate feedback, and more traditional lexicographic tools that may foster learner autonomy and linguistic proficiency.
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