Work

Comparative Study of AI-based Applications and Traditional Methods on Vocabulary and Spelling Proficiency: Implications for Educational Recommendation

Year: 2026

Type: article

Abstract: This quasi-experimental study examined whether AI-based applications were more effective than traditional teaching methods in improving vocabulary and spelling proficiency among Grade 9 English language learners in Basey II District, Philippines. The study addressed the need to determine whether AI-based learning tools provide better learning outcomes than commonly used teaching methods in developing learners’ language skills. Thirty learners from intact sections participated in the study and were compared using a pretest-posttest design, with 15 learners exposed to AI-based applications and 15 taught through traditional methods. A researcher-made test measured vocabulary and spelling proficiency before and after the intervention. The pretest results showed lower vocabulary performance in the traditional group (MPS = 29.7) than in the AI-based group (MPS = 40.7). In contrast, spelling performance was similar between the traditional group (MPS = 50.0) and the AI-based group (MPS = 53.0). Both groups showed large improvements after the intervention. Vocabulary MPS increased to 92.33 in the traditional group and 93.33 in the AI-based group, while spelling MPS increased to 92.67 and 94.33, respectively. Paired-samples t-tests showed significant improvements in vocabulary and spelling scores within both groups (p < .001). Although a significant difference was found in pretest vocabulary scores (p = .013), no significant difference was found between the groups in posttest vocabulary (p = .844) or spelling (p = .692). These findings indicate that both AI-based and traditional teaching methods improved vocabulary and spelling proficiency. However, the AI-based approach did not produce significantly higher posttest performance than the traditional approach. The findings suggest that AI-based applications may serve as a useful supplementary teaching tool, while traditional methods remain effective, particularly in settings with limited access to technology.

Source: International Journal of Research and Innovation in Applied Science

DOI: 10.51584/ijrias.2026.11080150

Authors: Geraldine L. Gaddi, Virginia S. Ariza

Institutions: Holy Infant College of Tacloban City, Inc., Eastern Visayas State University - Carigara Campus

Language: English

Topic: Artificial Intelligence in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W7213980902