GENERATIVE AI-ASSISTED ANCHORED INSTRUCTION INADULT EFL VOCABULARY TEACHING

Adult English as a Foreign Language (EFL) vocabulary teaching has long faced the problems such as “the gap between learning and application”, “poor scenario adaptability” and “difficulty in meeting individual needs”. Based on the Situated Cognition Theory and the TPACK Framework, this study systematically builds a theoretical model of generative AI-assisted anchored instruction for adult EFL vocabulary teaching. It sorts out the meaning of core concepts, analyzes the cooperative mechanism between generative AI and anchored instruction. The analysis shows that generative AI can make up for the limitations of traditional anchored instruction by creating personalized scenarios, supporting differentiated task design and optimizing teaching decisions