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. 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 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 while offering pedagogical implications for visually supported grammar instruction
Từ khóa
AI-generated images; contextualized grammar learning; multimodal learning; EFL learners; grammar instruction
Thông tin các tác giả
Hoàng Võ Bích Phương: ThS., đang giảng dạy tại Trường Đại học Bách khoa – Đại học Quốc gia TP. Hồ Chí Minh, 268 Lý Thường Kiệt, Phường Diên Hồng, TP. Hồ Chí Minh, email: hvbphuong@hcmut.edu.vn
