The Effect of ChatGPT as a Pen-Friend on Primary School Learners' Reading and Writing Skills and Their Attitudes Towards English Courses

Dilara Yücetürk; Özgen Korkmaz; Mehmet Kara

doi:10.17275/per.26.63.13.5

The Effect of ChatGPT as a Pen-Friend on Primary School Learners' Reading and Writing Skills and Their Attitudes Towards English Courses

Abstract

In the literature, there is not enough evidence specifically regarding the contribution of ChatGPT to the English education of primary school students. This calls for further studies empirically demonstrating the effectiveness of generative Artificial Intelligence (AI) tools in language learning in primary school settings. This sort of study is also useful in providing implications for effectively integrating these novel tools into school settings. Therefore, this study focuses on the impact of ChatGPT on the English reading and writing skills of elementary school students. This study explores the impact of using ChatGPT as a pen pal on young learners' reading and writing skills in English courses and their attitudes towards language learning. Conducted with 55 elementary school students, the study employed a quasi-experimental design. The experimental group interacted with ChatGPT weekly to practice their reading and writing skills, while the control group followed traditional teaching methods. Pre-tests and post-tests were administered to assess students' progress in reading and writing, along with an attitude scale to measure changes in their perception of the English course. The results showed that both groups significantly improved their reading and writing skills, but no significant difference was observed between the groups. Although ChatGPT proved to be an engaging tool, its impact was comparable to traditional methods. This study highlights the potential of AI-driven tools like ChatGPT in supporting language learning, suggesting further research is needed to explore its long-term effects.

Keywords

ChatGPT, reading skills, writing skills, elementary students, AI in education, language learning

References

Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429, 1-13. https://doi.org/10.30935/cedtech/13152
Aktay, S., Gök, S., & Uzunoğlu, D. (2023). ChatGPT in education. TAY Journal, 7(2), 378-406. Retrieved from https://dergipark.org.tr/en/pub/tayjournal/issue/76658/1259832
Alam, M. N., Islam, M. A., Babiker, M. O., Siddiqui, M. S., Amin, M. B., & Oláh, J. (2026). AI-assisted learning tools and student learning outcomes: A cognitive load theory perspective. Computers in Human Behavior Reports, 21, 100986.
An, N. M. (2024). Leveraging ChatGPT for enhancing English writing skills and critical thinking in university freshmen. Journal of Knowledge Learning and Science Technology, 3(2), 51-62. https://doi.org/10.60087/jklst.vol3.n2.p62
Awal, M. R. (2024). Curse or blessing? Students’ experience from ChatGPT with an application of Colaizzi’s phenomenological descriptive method of enquiry and content analysis. Higher Education, Skills and Work-Based Learning (ahead-of-print). https://doi.org/10.1108/HESWBL-09-2023-0249
Aydın, S. (2025). Perceived Difficulties among EFL Learners in the Turkish Educational Context. EJERCONGRESS 2025 Conference Proceedings, 184.
Baş, G. (2020). Attitude scale for elementary English course: Validity and reliability study. International Online Journal of Educational Sciences, 4(2), 411-424. Retrieved from https://iojes.net/?mod=makale_tr_ozet&makale_id=41211
Bekou, A., Mhamed, M. B., & Assissou, K. (2024). Exploring opportunities and challenges of using ChatGPT in English language teaching (ELT) in Morocco. Focus on ELT Journal, 6(1), 87-106. https://doi.org/10.14744/felt.6.1.7
Beriak, E. I. A., & Mohamad, M. (2026). Exploring Malaysian Upper Primary School ESL Learners' Oral Communicative Skills through ChatGPT Voice Chat. International Journal of Research and Innovation in Social Science (IJRISS), 10(1).
Bin-Hady, W. R. A., Al-Kadi, A., Hazaea, A., & Ali, J. K. M. (2023). Exploring the dimensions of ChatGPT in English language learning: A global perspective. Library Hi Tech (ahead-of-print). https://doi.org/10.1108/LHT-05-2023-0200

Binu (2024). Exploring the efficacy of integrating ChatGPT and Padlet for augmenting reading and writing proficiency among engineering students. https://doi.org/10.21203/rs.3.rs-4884403/v1
Bouzar, A., EL Idrissi, K., & Ghourdou, T. (2024). ChatGPT and academic writing self-efficacy: Unveiling correlations and technological dependency among postgraduate students. Arab World English Journal (AWEJ) Special Issue on ChatGPT, April 2024, 225-236. https://doi.org/10.31235/osf.io/9amk8
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri [Scientific Research Methods]. Ankara: Pegem Pub.
Chang-Yen, L., & Liao, Y. (2023). Design a writing learning companion chatbot based on a knowledge graph to help primary school students practice writing skill. In Proceedings of 14th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI) https://doi.org/10.1109/IIAI-AAI59060.2023.00136
Chen, X., Jantharajit, N., & Thongpanit, P. (2025). Enhancing Analytical Reading and Writing Skills in Vocational Education: The Role of Collaborative and Task-Based Learning. Journal of Education and Learning, 14(2), 150-158.
Chen, Z., Wei, W., Zhu, X., & Yao, Y. (2026). Unpacking the rejection of L2 students toward ChatGPT-generated feedback: An explanatory research. ECNU Review of Education, 9(1), 20965311241305140.
Chugai, O., & Havrylenko, K. (2024). ChatGPT: Attitudes and experiences of technical university students in Ukraine. Information Technologies and Learning Tools, 101(3), 15-27. https://doi.org/10.33407/itlt.v101i3.5559
Conati, C., & Lallé, S. (2023). Student modeling in open-ended learning environments. In Handbook of Artificial Intelligence in Education (pp. 170-183).
Cronbach, L. J. (1990). Essentials of psychological testing (5th ed.). New York: Harper Collins Publishers.
Dash, B. B., & Gandhi, M. K. (2022). Significance of globalisation and English language. International Journal on Studies in English Language and Literature (IJSELL), 10(5), 10-16. https://doi.org/10.20431/2347-3134.1005002
Ergün, S. (2022). A touch of edtech to create “compelling” blended learning environments. Journal of Language and Literature Studies in Rumeli, 31, 1369-1381. https://doi.org/10.29000/rumelide.1222279
Hong, W. C. H. (2023). The impact of ChatGPT on foreign language teaching and learning: opportunities in education and research. Journal of Educational Technology and Innovation, 5(1), 37-45. https://doi.org/10.61414/jeti.v5i1.103
Hutt, S., DePiro, A., Wang, J., Rhodes, S., Baker, R. S., Hieb, G., ... & Mills, C. (2024, March). Feedback on feedback: Comparing classic natural language processing and generative ai to evaluate peer feedback. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 55-65). https://doi.org/10.1145/3636555.3636850
Javaid, M., Haleem, A., Singh, R. P., Khan, S., & Khan, I. H. (2023). Unlocking the opportunities through ChatGPT Tool towards ameliorating the education system. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(2), 100115, 1-12. https://doi.org/10.1016/j.tbench.2023.100115
Jingqi, Z., & Zong, J. (2024). Technology-facilitated oral English learning among Chinese university students: ChatGPT as the digital future. Journal of Education, Humanities and Social Sciences, 32, 79-85. https://doi.org/10.54097/hykhr672
Kafabih, A., Apriliana, M. S., Putri, N. A., Wardoyo, E., Retnani, S. T., Herda, R. K., & Majid, S. (2026). AI Tools for Personalized English Learning: Bridging the Gap Between Technology and Language Acquisition. Jurnal Wahana Pendidikan, 13(1), 1-14.
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537-550. https://doi.org/10.1177/00336882231162868
Kumar, D., Haque, A., Mishra, K., Islam, F., Mishra, B. K., & Ahmad, S. (2023). Exploring the transformative role of artificial intelligence and metaverse in education: A comprehensive review. Metaverse Basic and Applied Research, 2, 1-12. https://doi.org/10.56294/mr202355
Le, M. T. T., & Van Tran, K. (2024). Vietnamese university students' perceptions of ChatGPT for homework assistance. International Journal of Interactive Mobile Technologies, 18(15), 190-204. https://doi.org/10.3991/ijim.v18i15.48819
Maghamil, M., & Sieras, S. (2024). Impact of ChatGPT on the academic writing quality of senior high school students. Journal of English Language Teaching and Applied Linguistics, 6(2), 115-128. https://doi.org/10.32996/jeltal.2024.6.2.14
Menekse, M. (2023). Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges. Journal of Engineering Education, 112(3), 578-582. https://doi.org/10.1002/jee.20539
Mogavi, R. H., Deng, C., Kim, J. J., Zhou, P., Kwon, Y. D., Metwally, A. H. S., ... & Hui, P. (2024). ChatGPT in education: A blessing or a curse? A qualitative study exploring early adopters’ utilization and perceptions. Computers in Human Behavior: Artificial Humans, 2(1), 100027, 1-20. https://doi.org/10.1016/j.chbah.2023.100027
Mun, C. (2024). EFL learners’ English writing feedback and their perception of using ChatGPT. STEM Journal, 25(2), 26-45. https://doi.org/10.16875/stem.2024.25.2.26
Okasha, M. A. (2020). Using strategic reading techniques for improving EFL reading skills. Arab World English Journal, 11(2), 22-34. https://doi.org/10.24093/AWEJ/VOL11NO2.22
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), 1-15. https://doi.org/10.29333/ejmste/13428
Ptasznik, B., Wolfer, S., & Lew, R. (2024). A learners’ dictionary versus ChatGPT in receptive and productive lexical tasks 37(3), 322-336. International Journal of Lexicography. https://doi.org/10.1093/ijl/ecae011
Roisah, S., & Widyaningsih, T. L. (2024). The impact of ChatGPT use on EFL students’ writing ability. Concept: Journal of Social Humanities and Education, 3(3), 191-199. https://doi.org/10.55606/concept.v3i3.1403
Rugaiyah, R. (2023). The potential of artificial intelligence in improving linguistic competence: A systematic literature review, Arkus, 9(2), 319-324. https://doi.org/10.37275/arkus.v9i2.313
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) in developing english language learner's communication skills. Journal on Education, 6(1), 750-757. https://doi.org/10.31004/joe.v6i1.2990
Sain, Z. H., Vasudevan, A., Thelma, C. C., & Asfahani, A. (2024). Harnessing ChatGPT for Effective Assessment and Feedback in Education. Journal of Computer Science and Informatics Engineering, 3(2), 74-82. https://doi.org/10.55537/cosie.v3i2.856
Tamilselvi, A., Raje, M. S., & Shivani, V. (2025). Participatory Learning–An Effective Strategy to Enhance Communicative Skills. Journal of Engineering Education Transformations, 314-321.
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15, 1-24. https://doi.org/10.1186/s40561-023-00237-x
Topsakal, O., & Topsakal, E. (2022). Framework for a foreign language teaching software for children utilizing AR, voicebots and ChatGPT (Large Language Models). The Journal of Cognitive Systems, 7(2), 33-38. https://doi.org/10.52876/jcs.1227392
Wahba, F., Ajlouni, A. O., & Abumosa, M. A. (2024). The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2468, 1-14. https://doi.org/10.29333/ejmste/14726
Wu, T., He, S., Liu, J., Sun, S., Liu, K., Han, Q. L., & Tang, Y. (2023). A brief overview of ChatGPT: The history, status quo and potential future development. IEEE/CAA Journal of Automatica Sinica, 10(5), 1122-1136. https://doi.org/10.1109/JAS.2023.123618

Details

Primary Language

English

Subjects

Instructional Technologies

Journal Section

Research Article

Authors

Dilara Yücetürk
0000-0002-3742-3985
Türkiye

Özgen Korkmaz ^*
0000-0003-4359-5692
Türkiye

Mehmet Kara
0000-0001-5572-2404
Türkiye

Publication Date

August 30, 2026

Submission Date

February 23, 2026

Acceptance Date

April 1, 2026

Published in Issue

Year 2026 Volume: 13 Number: 5

DOI

https://doi.org/10.17275/per.26.63.13.5

IZ

https://izlik.org/JA54LA82YE

APA

Yücetürk, D., Korkmaz, Ö., & Kara, M. (2026). The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses. Participatory Educational Research, 13(5), 35-51. https://doi.org/10.17275/per.26.63.13.5

AMA

1.Yücetürk D, Korkmaz Ö, Kara M. The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses. PER. 2026;13(5):35-51. doi:10.17275/per.26.63.13.5

Chicago

Yücetürk, Dilara, Özgen Korkmaz, and Mehmet Kara. 2026. “The Effect of ChatGPT As a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses”. Participatory Educational Research 13 (5): 35-51. https://doi.org/10.17275/per.26.63.13.5.

EndNote

Yücetürk D, Korkmaz Ö, Kara M (August 1, 2026) The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses. Participatory Educational Research 13 5 35–51.

IEEE

[1]D. Yücetürk, Ö. Korkmaz, and M. Kara, “The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses”, PER, vol. 13, no. 5, pp. 35–51, Aug. 2026, doi: 10.17275/per.26.63.13.5.

ISNAD

Yücetürk, Dilara - Korkmaz, Özgen - Kara, Mehmet. “The Effect of ChatGPT As a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses”. Participatory Educational Research 13/5 (August 1, 2026): 35-51. https://doi.org/10.17275/per.26.63.13.5.

JAMA

1.Yücetürk D, Korkmaz Ö, Kara M. The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses. PER. 2026;13:35–51.

MLA

Yücetürk, Dilara, et al. “The Effect of ChatGPT As a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses”. Participatory Educational Research, vol. 13, no. 5, Aug. 2026, pp. 35-51, doi:10.17275/per.26.63.13.5.

Vancouver

1.Dilara Yücetürk, Özgen Korkmaz, Mehmet Kara. The Effect of ChatGPT as a Pen-Friend on Primary School Learners’ Reading and Writing Skills and Their Attitudes Towards English Courses. PER. 2026 Aug. 1;13(5):35-51. doi:10.17275/per.26.63.13.5

27707

Creative Commons Atıf 4.0 International Lisance

download?token=eyJhdXRoX3JvbGVzIjpbXSwiZW5kcG9pbnQiOiJqb3VybmFsIiwib3JpZ2luYWxuYW1lIjoicGVyIHNjb3B1cyBpc3RhdHRpc3Rpay5wbmciLCJwYXRoIjoiOTg5Ni9mN2E1LzU3ZDcvNmEyMmIyZmFlMGJkYjYuMDUyNjIyMDMucG5nIiwiZXhwIjoxNzgwNjYyNTM5LCJub25jZSI6IjcxYzczMjhhOTdkOWYxM2ExZjE2NWExYjQyMzMyOWJhIn0.g4uvJoi6Oy8W0gRoUNW-d5FO9m4u30pEA0l1h8DwzSE

The Effect of ChatGPT as a Pen-Friend on Primary School Learners' Reading and Writing Skills and Their Attitudes Towards English Courses

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite