Artificial Intelligence image recognition using self-regulation learning strategies: effects on vocabulary acquisition, learning anxiety, and learning behaviours of English language learners

Abstract

ABSTRACT Young learners’ vocabulary learning needs interaction with language input when they are engaged in an activity. Given that AI-supported image recognition technologies offer hands-on learning in authentic contexts, and that self-regulated learning (SRL) enables learners to monitor and evaluate their learning when interacting with multi-sensory experiences of the target vocabulary, this study investigated how AI image recognition technologies along with SRL affect students’ vocabulary acquisition, self-regulation, and learning anxiety in the language classroom, and further analysed students’ learning behaviours during learning. A total of 47 Grade 3 students participated. Students in the experimental group (EG) assigned to AI-supported image recognition (AI-IR) with SRL, learnt with vocabulary from realia using AI-IR with SRL. Students in the control group (CG) assigned to AI-supported optical character recognition (AI-OCR) technology with SRL, learnt with vocabulary from printed texts using AI-OCR with SRL. Results indicated that the EG students significantly outperformed the CG students in terms of vocabulary acquisition, although no significant differences were found in the two groups’ self-regulation or learning anxieties. Behavioural analysis revealed that the EG students had greater development of their self-regulation and lower learning anxiety. Lastly, suggestions and limitations are provided for further research.