حسین ترحمی اردکانی مجله بین‌المللی مدیریت، کسب‌وکار، اقتصاد و مالی 1 1 (پاییز) 2026 05 29 The Effects of Brief Teacher Training on Integrating AI-Generated Visuals into Vocabulary Instruction: A Pretest–Posttest Control-Group Study (Simulated Data) The Effects of Brief Teacher Training on Integrating AI-Generated Visuals into Vocabulary Instruction: A Pretest–Posttest Control-Group Study (Simulated Data) 11 18 10.22051/jera.2021.31891.2698 FA Mohammad Javad Department of English Language, Faculty of Humanities, Islamic Azad University, Zahedan Branch, Iran Motahareh PhD Candidate in TEFL, Department of English Language, Islamic Azad University, Qeshm Branch, Iran 2026 05 29 The rapid advancement of artificial intelligence (AI) has introduced transformative tools in educational settings, particularly in the realm of language teaching. This study investigates the efficacy of a brief teacher training program designed to equip educators with the skills to integrate AI-generated visuals into vocabulary instruction. Utilizing a quantitative, pretest–posttest control-group design with simulated data, this research examined the vocabulary acquisition outcomes of 120 intermediate-level EFL (English as a Foreign Language) learners. Participants were divided into an experimental group, taught by teachers trained in using AI image generation tools (e.g., Midjourney, DALL-E), and a control group, taught by teachers using traditional static imagery. Data analysis using ANCOVA revealed that the experimental group significantly outperformed the control group in post-test vocabulary scores (p<.05). Furthermore, the findings suggest that even a brief, targeted training intervention can effectively empower teachers to leverage AI technologies, thereby enhancing student engagement and retention. The study concludes by discussing the implications for teacher professional development and the integration of generative AI in curricula, while acknowledging limitations related to the simulated nature of the data and the short duration of the training. The rapid advancement of artificial intelligence (AI) has introduced transformative tools in educational settings, particularly in the realm of language teaching. This study investigates the efficacy of a brief teacher training program designed to equip educators with the skills to integrate AI-generated visuals into vocabulary instruction. Utilizing a quantitative, pretest–posttest control-group design with simulated data, this research examined the vocabulary acquisition outcomes of 120 intermediate-level EFL (English as a Foreign Language) learners. Participants were divided into an experimental group, taught by teachers trained in using AI image generation tools (e.g., Midjourney, DALL-E), and a control group, taught by teachers using traditional static imagery. Data analysis using ANCOVA revealed that the experimental group significantly outperformed the control group in post-test vocabulary scores (p<.05). Furthermore, the findings suggest that even a brief, targeted training intervention can effectively empower teachers to leverage AI technologies, thereby enhancing student engagement and retention. The study concludes by discussing the implications for teacher professional development and the integration of generative AI in curricula, while acknowledging limitations related to the simulated nature of the data and the short duration of the training.

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