Appropriating AI-Powered Pedagogical Affordances for Vocabulary Learning

In recent years, using AI to create an engaging vocabulary learning experience has been a prominent topic. Studies have shown AI can provide educational affordances for enhancing vocabulary learning. However, the appropriation of these affordances varies depending on teachers' use. This paper presents a case study on six teachers appropriated an AI-powered vocabulary learning system, particularly focusing on the affordances of monitoring and regulation, and engaging co-construction enhanced by AI-enabled automatic feedback and recommendations. By examining teachers' beliefs and knowledge of self-regulation and collaborative learning, the study details how they appropriated the affordances in their classes. The study provides suggestions for the design of AI in education and teachers' professional development during the implementation of AI-supported learning system.