| ISSN: 2583-4371 | ISSN: 2583-4371JOURNAL ARTICLE
Abstract: Artificial intelligence (AI) is increasingly shaping English language teaching by enabling personalized and multimodal instructional approaches. This study investigates the use of AI-customized digital picture books (DPBs) to enhance vocabulary learning in early primary classrooms. The novelty of this work lies in transforming prescribed textbook units into AI-generated, curriculum-aligned digital stories that integrate synchronized text, visuals, audio narration, and interactive features to support vocabulary acquisition. A five-week quasi-experimental design is implemented with 38 Grade 2 and Grade 3 learners following the NCERT curriculum. Vocabulary development is examined through pre- and post-assessment alongside classroom observations and teacher reflections. The findings indicate clear improvement in learners’ word recognition, contextual understanding, pronunciation, and sentence usage after engagement with AI-customized DPBs. Qualitative insights further show increased learner engagement, confidence, and active participation during multimodal reading sessions. The results demonstrate that carefully designed AI-supported digital materials, when integrated with teacher mediation, create cognitively supportive and socially interactive environments for vocabulary development. This study contributes to the growing field of AI-enhanced language education by presenting an empirically grounded model for integrating generative AI tools into early ELT practice.
Keywords: AI in early ELT, digital picture books, multimodal learning, vocabulary development, young learners
Article Info: Received: 19 Sep 2026, Received in revised form: 15 Oct 2026, Accepted: 18 Oct 2026, Available online: 24 Oct 2026
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