Speaker
Description
The present study explored the role of AI-generated images in contextualized grammar learning among EFL undergraduate learners. Grounded in multimodal learning perspectives and contextualized grammar instruction, the research examined how AI-generated visuals may support learners in connecting grammar forms with meanings within communicative contexts rather than relying solely on rule-based explanations and isolated sentence patterns. The experiment was conducted over a ten-week period with two groups of A2-B1 learners, including a control group receiving traditional grammar instruction and an experimental group exposed to AI-generated visual grammar materials integrated into classroom activities and grammar tasks. Particular attention was given to learners’ improvement across different grammatical meaning contexts, including habitual activities, ongoing actions, interrupted past events, and future intentions and arrangements. The analysis further explored learners’ performance across grammatical contexts associated with different communicative meanings and temporal interpretations. The findings indicated that the experimental group demonstrated stronger gains in grammatical structures requiring contextual inference and meaning interpretation in communicative settings. More noticeable improvement was observed in structures related to ongoing actions, interrupted events, and future-oriented meanings among learners exposed to AI-generated visuals. These results suggest that AI-generated visual input holds considerable potential for supporting grammar learning through visual contextualization, thereby enhancing learners’ ability to interpret and use grammar more meaningfully in EFL environments while offering pedagogical implications for more meaning-oriented and visually supported grammar instruction in EFL classrooms.
Biography
Vo Bich Phuong Hoang is an English lecturer at Ho Chi Minh City University of Technology (HCMUT), Vietnam National University Ho Chi Minh City. She holds a Master’s degree in English Language and Applied Linguistics from the University of Huddersfield, United Kingdom. She has experience teaching English to undergraduate students at different proficiency levels in higher education contexts, particularly in English language development courses. Her teaching interests focus on learner engagement, contextualized language instruction, and communicative approaches to English language teaching. Her research interests include EFL pedagogy, multimodal learning, contextualized grammar learning, AI-assisted language education, and technology-enhanced language teaching. She is particularly interested in exploring how visual input and AI-generated materials can support learners’ interpretation and use of grammatical meaning in communicative contexts. Her current work focuses on the pedagogical use of AI-generated visuals in grammar instruction for EFL learners, especially in supporting learners’ understanding of tense meanings and contextual language use in classroom settings.
| Affiliate type | Vietnamese public school |
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