The use of the Quizizz AI application in teaching english vocabulary and its effects on students' self-efficacy

Vocabulary acquisition remains a persistent challenge in EFL classrooms, where traditional methods often yield limited retention and engagement. This quasi-experimental study examines the impact of Quizizz AI—a gamified, adaptive mobile application—on vocabulary learning and self-efficacy among 20 fifth-grade Turkish students at a public secondary school in Diyarbakır. During the four-week intervention, the experimental group used Quizizz AI for vocabulary instruction while the control group received traditional teaching methods. Data were collected through pre-/post-/follow-up vocabulary tests and the Artificial Intelligence Self-Efficacy Scale (Wang & Chuang, 2024). The findings revealed statistically significant differences. Regarding vocabulary acquisition, the experimental group outperformed the control group in post-tests, demonstrating superior short-term learning outcomes. Follow-up tests showed 81% retention of acquired vocabulary. In terms of self-efficacy, the experimental group exhibited marked improvement, with the most significant progress observed among initially low-achieving students. The results also highlight Quizizz AI's dual capacity to effectively utilize adaptive algorithms and gamification for contextualized, repetitive vocabulary practice and foster confidence through personalized feedback and mastery-oriented tasks (particularly benefiting struggling learners). This study offers practical advice regarding EFL pedagogy by advocating AI-integrated tools to transform vocabulary instruction into a dynamic, equitable, and psychologically empowering process. Recommendations include institutional adoption of adaptive technologies and teacher training in AI-assisted language education. Keywords: Quizizz AI, Wayground, AI, vocabulary acquisition, self-efficacy, mobile-assisted language learning (MALL), EFL pedagogy, vocabulary teaching