Vocabulary Learning Strategies in the Smartphone and AI Era: Continuity and Transformation among Moroccan EFL Learners

Abstract

This study investigates vocabulary learning strategies among Moroccan English as a foreign language (EFL) learners in the smartphone and artificial intelligence (AI) era. Rather than assuming that classical vocabulary learning strategies have disappeared, the study examines whether they continue, transform, or become displaced by digital and AI-mediated lexical practices. A mixed-methods cross-sectional survey was administered through printed questionnaires to 105 first-year English Department students at the Faculty of Letters and Humanities, Moulay Ismail University of Meknes. The instrument combined Chou’s 33-item vocabulary learning strategies core, as reproduced and discussed in recent validation work, with researcher-developed items on digital vocabulary practices, AI-mediated vocabulary practices, passive exposure, and deliberate digital lexical engagement. Descriptive statistics, internal consistency estimates, Spearman correlations, and thematic coding of open-ended responses were used. Results show that classical vocabulary learning strategies remain present, especially selective attention and activation, but digitally mediated and AI-mediated practices are more frequent. The most common practices included using translation applications, screenshots, social media content, ChatGPT-like tools for explanations and examples, and AI-supported correction of vocabulary use. The findings suggest transformation rather than disappearance: learners continue to engage with vocabulary strategically, but their strategies are increasingly embedded in smartphones, online platforms, and AI tools. The study contributes to vocabulary learning strategy research by distinguishing classical strategies, digitally transformed strategies, AI-mediated practices, and passive exposure in a Moroccan EFL university context.