ENHANCING VOCABULARY ACQUISITION AMONG YEAR 4 ESL LEARNERS THROUGH CHATGPT-ASSISTED COMIC CREATION

Abstract

This study investigates the effectiveness of ChatGPT-assisted comic creation in enhancing vocabulary acquisition among 40 Year 4 ESL learners in a Malaysian primary school. Traditional vocabulary instruction often emphasizes rote memorization, limiting learners' ability to retain and apply new words effectively. To address this, a two-month intervention was conducted where pupils generated personalized comics using ChatGPT, embedding target vocabulary in contextual narratives. A mixed-methods design was employed, incorporating pre- and post-tests alongside questionnaires. Quantitative results revealed a statistically significant improvement in vocabulary knowledge, with mean scores rising from 7.78 to 13.65 (p < .05). The most notable gains were observed among lower-proficiency learners, while higher-proficiency pupils showed refinement in advanced vocabulary use. Qualitative findings supported these outcomes, indicating that the integration of visual elements and context through comic creation improved comprehension and long-term retention. Pupils demonstrated the ability to use newly acquired vocabulary, ranging from A1 to C1 levels, in both academic and real-life scenarios. The findings highlight the pedagogical value of AI-assisted tools like ChatGPT in promoting vocabulary development through personalized, multimodal, and context-rich learning experiences. This research provides practical implications for ESL educators and curriculum developers seeking innovative approaches to vocabulary instruction.