Using Conversational Artificial Intelligence Tool in Rebuilding Reading and Spelling on Dyslexic Learners in Nigerian Schools

Year 2023, Volume: 1 Issue: 1, 1 - 11, 21.06.2023

Bamidele Olusola Ogunlade Rhoda Ayomide Babatunde Olubusayo Victor Fakuade

Abstract

A specific learning disability with neurological roots is dyslexia; difficulties with precise and fluid word recognition and poor spelling and decoding skills characterise it. Given other cognitive abilities and the presence of effective classroom instruction, these difficulties are typically caused by a deficit in the phonological aspect of language, which is frequently unexpected. Teachers can implement Artificial Intelligence (AI) into educational processes in many different ways, such as by providing creative new chances for tailoring instructional materials to the characteristics of individual pupils and learning preferences and providing cognitive solutions. The study examines how dyslexic students fare in their reading and spelling abilities after conversational AI structures are introduced as teaching tools in Abuja Municipal Area Council, Abuja schools. The study involved forty (40) dyslexic students, both sexes, in grades 1-2 of junior secondary schools, ranging in age from 10 to 12. After receiving instruction from conventional teaching techniques and a conversational AI intervention, their spelling, reading, and writing achievement was tested. The performances of the experimental group (20 dyslexic students) and the control group (20 dyslexic students) after receiving traditional instruction were compared. Before the intervention, both groups of students reading, spelling, and writing abilities were assessed through a pre-assessment test. After six (6) weeks, both groups were involved in post-tests to evaluate their performance on reading, spelling, and writing skills. Compared to students who received instruction without using artificial intelligence, the study found that learners' spelling and reading abilities improved after the intervention program. The effectiveness of conversational AI as a teaching tool for dyslexic students was evaluated by the learners' tutors as well. The study offers conceptual underpinnings for dyslexia-related issues and potential avenues for AI intervention.Keynote:Conversational Artificial Intelligence, Tools, Rebuilding, Spelling, Writing, Reading, Dyslexia Learn123Corresponding author: [e-mail] Journal of English for Specific Purposes (JOINESP) 1(1), 1-11, 2023Recieved: 12-Mar-2023 Accepted: 23-May-2023SUBÜ Bilimsel Yayınlar Koordinatörlüğühttp://biyak.subu.edu.tr

Keywords

Conversational Artificial Intelligence, Tools, Rebuilding, Spelling, Writing, Reading, Dyslexia Learn

Konuşma tabanlı Yapay Zeka Aracının, Nijerya'daki okullardaki disleksi öğrencilerinin okuma ve yazma becerilerini yeniden geliştirmedeki kullanımı.

Abstract

A specific learning disability with neurological roots is dyslexia; difficulties with precise and fluid word recognition and poor spelling and decoding skills characterise it. Given other cognitive abilities and the presence of effective classroom instruction, these difficulties are typically caused by a deficit in the phonological aspect of language, which is frequently unexpected. Teachers can implement Artificial Intelligence (AI) into educational processes in many different ways, such as by providing creative new chances for tailoring instructional materials to the characteristics of individual pupils and learning preferences and providing cognitive solutions. The study examines how dyslexic students fare in their reading and spelling abilities after conversational AI structures are introduced as teaching tools in Abuja Municipal Area Council, Abuja schools. The study involved forty (40) dyslexic students, both sexes, in grades 1-2 of junior secondary schools, ranging in age from 10 to 12. After receiving instruction from conventional teaching techniques and a conversational AI intervention, their spelling, reading, and writing achievement was tested. The performances of the experimental group (20 dyslexic students) and the control group (20 dyslexic students) after receiving traditional instruction were compared. Before the intervention, both groups of students reading, spelling, and writing abilities were assessed through a pre-assessment test. After six (6) weeks, both groups were involved in post-tests to evaluate their performance on reading, spelling, and writing skills. Compared to students who received instruction without using artificial intelligence, the study found that learners' spelling and reading abilities improved after the intervention program. The effectiveness of conversational AI as a teaching tool for dyslexic students was evaluated by the learners' tutors as well. The study offers conceptual underpinnings for dyslexia-related issues and potential avenues for AI intervention.

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