The Use of AI-based applications in English vocabulary teaching at the elementary
school level is a novel approach to supporting students' language development. This
study aims to investigate how AI-based applications are implemented in vocabulary
teaching and to explore teachers' perceptions of their use. The study employed a
descriptive qualitative case study design involving three English teachers from
different elementary schools. Data were collected through classroom observations
and semi-structured interviews to gain deeper insight into teachers' experiences and
perceptions. The findings revealed three main themes: the implementation of AI in
vocabulary teaching, its perceived impact on student learning, and the challenges
and evaluation of AI use. AI-based applications were systematically integrated into
pre-teaching, in-teaching, and post-teaching activities to support vocabulary
introduction, interactive practice, and assessment. Teachers perceived that AI
improved students engagement, motivation, and vocabulary retention, although
limitations such as infrastructure constraints and technical issues were also
identified. Future researchers are encouraged to explore the long-term effects of AI
use and employ different research designs to provide more comprehensive evidence
regarding its impact on student learning outcomes.

Keywords: Artificial Intelligence, Vocabulary Teaching, Elementary School,
Teacher Perception, Learning Technology.
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