A study of Teaching Strategies for English Vocabulary Learning by Media Major College Students in the Light of AIGC: A Case Study of Those Specializing in Digital or Online Media

Abstract

The use of AIGC technology now opens up new possibilities for reform of college English teaching. Students of digital media or of network-based new media (digital natives) still suffer from problems such as poor memorization habits, inefficient acquisition, and weak vocabulary usage. Current vocabulary instruction—with its one-size-fits-all timing, mechanical repetition, and lack of contextual grounding—conflicts considering media students’ learning styles, one finds impediments to full English proficiency. The present work attempts to meet these needs by pairing AIGC with four scientifically oriented techniques ( affix - related, contextual, chunk, and periodic review of memory ) to build a vocabulary teaching model adapted to their profile. With a controlled experiment lasting for a whole semester and using questionnaires, on the basis of both interviews and observations, the present findings show that suitable AIGC - aided strategy instruction is helpful in reducing such problems as rote learning, fast forgetting, or weak application, and also in raising the efficiency of vocabulary acquisition and of independent study. Such an approach provides a workable model for reorienting media majors’ English vocabulary training and may serve as a guide for AI - based individualized foreign language teaching—whether or not English is the target.