Incidental and intentional in-context ESP vocabulary learning in AI-generated exercises

The development of specialized vocabulary knowledge has been widely recognized as a key factor supporting learners’ ability to access disciplinary content (Coxhead, 2018; Nation, 2013). While ESP vocabulary is often learned incidentally through specialized reading, a combination of intentional and contextualized learning, with repeated practice of target words in fill-in-the-blanks and in-context multiple-choice exercises, could provide an optimal blend of intentional and contextualized learning. Background While previous research has shown that decontextualized learning can be as effective as contextualized exercises (Webb, 2007) and that fill-in-the-blanks exercises might lack efficiency against decontextualized items (Webb et al., 2021), the contexts provided around the target words also contribute to reinforcing knowledge of other words and might provide incidental learning opportunities (Kodama & Shirahata, 2021). Context has also been demonstrated to be more beneficial for intermediate and advanced learners (Griffin, 1992; Prince, 1996) and to have a greater effect on the acquisition of words with no synonyms (Webb, 2007), common in ESP. Generative AI provides new opportunities for such learning, as it allows teachers and learners to create contextualized, proficiency-level-adjusted input and exercises on demand (Drackert et al., 2025; Fincham & Alvarez, 2024). In this project, we developed and tested an AI-enhanced tool to generate contextualized, repeated-practice ESP vocabulary exercises in multiple-choice and fill-in-the-blank formats, tailored to students' global proficiency levels. Research question The present study aims to answer the question: How do vocabulary learning gains from repeated, intentional practice with contextualized exercises compare with those from autonomous learning from a word list, in terms of form recall and form recognition, for both target (intentional) and non-target (incidental) ESP vocabulary? Methods A controlled experiment with N = 164 intermediate and advanced (B1-B2) students in English for sciences was conducted with two cohorts of students over one semester, to measure the effectiveness of the AI-tailored exercises on ESP vocabulary acquisition. Each cohort was tested at the beginning and end of the semester on their form recognition and form recall of 120 items, consisting of target and non-target academic vocabulary. Both groups had to study the target words as part of the word list of the course. The experimental group (n = 105) had access to the in-context vocabulary exercises in their usual learning environment, Moodle, throughout the term, while the control group (n = 59) had access only to the word list. The experiment was conducted in an ecologically valid manner by integrating it into the natural flow of the course and aligning it with its learning objectives. Using the AI-enhanced tool, 3178 exercises were generated and manually validated for students to practice with. Results Preliminary results show that word learning is impacted by the number of occurrences of the target word in response options and gapfill (OR = 1.24, p < .001), much more than in questions. Each additional occurrence of the target word in a student's own responses increases post-test odds by ~24%. Productive engagement (typing/producing the word) predicts learning; passive exposure in question text does not (p = .64).

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Dumont, A., Bibauw, S., De Meyere, D., Watrin, P., Stas, F., & François, T. (2026, September 8). Incidental and intentional in-context ESP vocabulary learning in AI-generated exercises. EUROCALL 2026, Ulster University, Belfast. https://hdl.handle.net/2078.5/278463