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This study examines the efficacy and effectiveness of artificial intelligence (AI) in teaching Spanish vocabulary to Chinese-speaking learners at the A1-A2 proficiency level. A quasi-experimental design was implemented, involving an experimental group that used AI platforms (Duolingo, Eshelper, and TalkAI) and a control group that received traditional instruction. Quantitative results revealed statistically significant improvements in listening comprehension and oral production within the experimental group, while the impact on written accuracy remained limited. In addition, the perception analysis indicated a generally positive attitude toward the platforms’ usability and efficiency, although deficiencies were noted in cultural adaptation and in the representation of grammatical differences between Chinese and Spanish. These findings underscore the potential of AI as a pedagogical tool in low-immersion language learning contexts, while also underscoring the need to design content that is both linguistically and culturally contextualized. Further research is recommended to examine the long-term effects of AI on vocabulary retention and the development of broader communicative competencies.
