Exploring the Effectiveness of AI-Generative Tools in Improving Vocabulary and Engagement among Elementary School Students in Oman

ABSTRACT

Generative AI is a type of artificial intelligence that can enhance English vocabulary acquisition significantly. This study deploys a mixed methods approach investigating the effectiveness of AI-generative tools in improving the vocabulary and engagement of Omani 4^th grade students in English Subject. Data was gathered using three instruments: (1) an English achievement test (pre-posttest), (2) an observation checklist and (3) a semi-structured interview. The pre-posttest measures the impact of using the Curipod tool on the students' English vocabulary. The sample includes 62 fourth-grade students at Al-Abrar School for Basic Education (grades 1-4), 30 students in the experimental group and 32 in the control group. The observation checklist inspects the 62 students across both groups while the semi-structured interview was administered to two teachers responsible for the groups. The findings indicate that students exposed to the Curipod tool showed significant improvement in their post-test and that they exhibited higher levels of engagement than those who did not use the tool. Therefore, the study recommends that educators and policy makers integrate AI-driven tools such as Curipod into Oman's English education to enhance vocabulary acquisition and academic performance. They should also provide teachers with structured training to assist them using these technologies effectively.