Résumé:
This dissertation investigates the role of GPT as a language model on academic vocabulary
development in academic writing, focusing on first-year Master's students in Language Sci-
ences at Tebessa University. The study aims to provide comprehensive insights into the effec-
tiveness of the model on students' performance in learning and using academic vocabulary.
The research used a mixed data collection method through a detailed questionnaire and semi-
structured interviews. Our study engaged all FMLS students. The methodology reports ques-
tionnaire and interview findings and assesses the model's role. Descriptive statistics were
used to address research queries, complemented by qualitative analysis. The study aims to de-
termine whether GPT can be considered as an effective tool for academic vocabulary devel-
opment. The independent variable is the use of GPT technology, while the dependent variable
is academic vocabulary enhancement. Key areas of focus include the role of GPT in the ac-
quisition and appropriate use of academic vocabulary and its potential to foster or hinder aca-
demic vocabulary development. Findings reveal that students perceive GPT as an effective
tool for academic vocabulary enhancement when using the model with awareness. However,
the study also identified potential drawbacks, such as over-reliance on the tool, which may
hinder the independent development of academic vocabulary. Despite these challenges, the
research highlights the potential of GPT as a supportive tool for fostering academic language.
Participants emphasized the importance of guide implementation, with clear instructions to
balance the benefits of GPT with traditional learning methods.
