AI Driven Vocabulary Acquisition for ESL Learners: A Comparative Study of Human-Guided Vs AI-Assisted Learning (Published)
Vocabulary acquisition is among the core elements of English as a Second Language (ESL) proficiency, and conventional teaching strategies do not always scale, offer personalized learning, or provide real-time feedback. As of late, artificial intelligence (AI) has opened new possibilities to make learners more engaged, autonomous, and receptive. The proposed research undertaking is a comparative examination of the efficacy of human-facilitated vocabulary instruction and artificial intelligence-based learning solutions in providing ESL students at different proficiency levels with learning opportunities. The investigation is conducted using a mixed-methods research design, which assesses learning outcomes, retention rates, levels of motivation, patterns of error correction, and learners’ perceptions in both instructional modes. Vocabulary gains are measured by pre- and post-tests, whereas observational data and learners’ reflections document qualitative differences in cognitive engagement and behavioral change related to learning. The paper also investigates the effects of personalization, feedback immediacy, adaptive difficulty, and multimodal content on vocabulary development under AI-based conditions. Findings reveal the capabilities of both methods that can be used in practice: human instruction provides a deeper context, emotional support, and more precise feedback, while AI tools provide a more generalizable, personalized practice by being data-driven, available all the time, and scalable. The results suggest integrating these two systems to develop a superior model of vocabulary instruction for ESL students. The study will contribute to the expanding research on the future of AI-assisted language learning, providing evidence-based insights for teachers, developers, and policymakers.
Keywords: AI-assisted learning, Comparative study, ESL vocabulary acquisition, adaptive learning systems, human-guided instruction
Discovering ‘Nora’ and ‘Romita’s Entity and Identity in Their Contemporary Societies in the Light of Feminism: A Comparative Study between Ibsen’s a Doll’s House and Suchitra’s Dahan (Published)
This article investigates both the texts in the eyes of feminism, here, one is a Norwegian play “A Doll’s House” by Henrik Ibsen and the other one is an Indian novel “Dahan” by Suchitra Bhattacharya. It aims to explore the deteriorating social and economic conditions of women and lastly their search for individual entity and identity. Ibsen wrote “A Doll’s House” (1879) whereas after more than 100 years later Suchitra wrote “Dahan” (1996) but the depiction of women in our society remains standstill. They are still undergoing exploitation, negligence, injustice, disrespect, patriarchal domination etc. These two literary pieces focus on these issues against women and make a comparative study between them. Both the women are delineated as a stereotypical one with the beginning of the texts. But as the story moves forward, they break the conventional norms and strictures of their society. They start to discover and reshape themselves after realizing the facts they are facing long time. The study compares the feministic views of two prominent writers. Both the authors are conscious of the condition of women in their own times and try to break the prevailing progressive thoughts into their writings. This paper also persuades the readers to understand the concept of feminism in terms of literature.
Keywords: Comparative study, Disillusionment, Feminism, Self-realization, emancipation, revolt