EXPLORING THE USE OF CHATGPT IN TEACHING VOCABULARY MASTERY ON EFL STUDENTS AT SRIWARIN SCHOOL, THAILAND

Rahmawati,, Gita Yuni Dwi (2026) EXPLORING THE USE OF CHATGPT IN TEACHING VOCABULARY MASTERY ON EFL STUDENTS AT SRIWARIN SCHOOL, THAILAND. Undergraduate thesis, Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember.

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Abstract

The integration of artificial intelligence (AI) in education has become
increasingly important, especially in English as a Foreign Language (EFL)
learning. ChatGPT can support vocabulary learning through instant explanations,
contextual examples, and interactive communication. Since vocabulary mastery is
essential for effective communication, the use of ChatGPT has gained attention in
language learning. However, limited studies have specifically examined its use
and impacts on students‟ vocabulary mastery in Thai senior high school EFL
classrooms.
This study aimed to explore the implementation of ChatGPT in teaching
English vocabulary and analyze its impacts on students‟ vocabulary mastery at
Sriwarin School, Thailand. The research questions were: (1) How is the use
ChatGPT on students vocabulary mastery at Sriwarin School? and (2) How are the
impact of ChatGPT on students vocabulary mastery at Sriwarin School?
This study employed a qualitative case study approach to obtain an indepth
understanding of how ChatGPT was implemented in vocabulary learning.
The participants were one English teacher who used ChatGPT in teaching
vocabulary and ten Grade 12 students selected through purposive sampling. The
data were collected through classroom observation, interviews, and document
review to capture the teaching process, students‟ responses, and supporting
documents. The data were analyzed through data reduction, data display, and
conclusion drawing to identify the use and impacts of ChatGPT on students‟
vocabulary mastery.
The findings of RQ 1 showed that ChatGPT was implemented
systematically through pre-teaching, while-teaching, and post-teaching activities.
ChatGPT helped teachers prepare vocabulary materials efficiently and supported
interactive classroom activities such as vocabulary discussions, sentence-making,
and dialogue practices. The findings of RQ 2 revealed that ChatGPT gave positive
impacts on students‟ vocabulary mastery by improving vocabulary understanding,
classroom participation, confidence, motivation, and learner autonomy.
Furthermore, ChatGPT supported vocabulary accumulation and brainstorming,
functioned as an interactive practice partner, provided tailored learning support,
and offered immediate feedback and correction. However, several challenges were
also found, such as inaccurate contextual meanings and students‟ overdependence
on AI-generated answers. Therefore, teacher supervision remained important
during the implementation process. In conclusion, ChatGPT can be considered an
effective supporting tool in teaching English vocabulary because it creates
interactive learning experiences and supports students‟ vocabulary mastery
through autonomous and technology based learning.

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