The Influence of AI- supported Tools on Primary School Students’ Reading Competency of First and Foreign Languages
Abstract
This study investigates the development of English reading skills as a foreign language alongside the enhancement of literacy skills in the native language through the support of artificial intelligence (AI) tools. In this context, during the second semester of the 2023-2024 academic year, a language teaching program supported by AI was conducted with a group of 23 third-grade students from a public school over a period of 8 weeks. An appropriate sampling method was used based on the criterion that students possess the necessary technological equipment. Throughout the instructional process, students were regularly taught to improve their English language skills and assigned AI tasks designed to improve their native language reading abilities. At the beginning and end of the instructional process, the students were administered an English reading proficiency test, and at the end of the process their AI-supported native language reading performance assessments scores, and their responses to a closed-ended survey were taken. After statistically analysing the collected data, it was concluded that the AI-supported English language teaching process significantly contributed to the students' reading skills in both their native and foreign languages, enhancing their reading habits, comprehension, and vocabulary acquisition.
Keywords
AI tools, first language, foreign language, reading competency.
Ethical Statement
Bu araştırmanın yürütülebilmesi, Dicle Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu Başkanlığı Makamının 05.03.2024 tarih ve 668466 sayılı Olur'u ile uygun görülmüştür.
Thanks
Araştırmanın yürütülebilmesi için öğrencilere ücretsiz olarak yapay zeka destekli ve ücretli bir yazılıma sahip olan AHOB lisansı dağıtan Zekasoft şirketine teşekkür ederiz.
References
- Abramson, A. (2023, June 1). How to use ChatGPT as a learning tool? American Psychological Association. https://www.apa.org/monitor/2023/06/chatgpt-learning-tool
- Adıgüzel, T., Kaya, M.H. & Cansu, F.K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152
- Ali, J. K. M., Shamsan, M. A., Hezam, T. A., & Mohammead, A. A. Q. (2023). Impact of ChatGPT on learning motivation: Teachers and students' voices. Journal of English Studies in Arabia Felix, 2(1), 41–49. https://doi.org/10.56540/jesaf.v2i1.51
- Alshater, M. M. (2022). Exploring the role of artificial intelligence in enhancing academic performance: A case study of ChatGPT. SSRN. https://doi.org/10.2139/ssrn.4312358
- Anu, B.D. & Ansah, L.O. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
- Ausat, A. M. A., Massang, B., Efendi, M., Nofirman, & Riady, Y. (2023). Can ChatGPT replace the role of the teacher in the classroom: A fundamental analysis. Journal on Education, 5(4), 16100–16106. https://jonedu.org/index.php/joe
- Blas, E. S. (2013). Pre-experimental designs in psychology and education: A conceptual review. Liberabit, 19, 133–141.
- Blikstein, P., & Worsley, M. (2016). Multimodal learning analytics and education data mining: Using computational technologies to measure complex learning tasks. Journal of Learning Analytics, 3(2), 220–238. https://doi.org/10.18608/jla.2016.32.11
- Buendgens-Kosten, J. (2024). “Just a pocket knife, not a machete”: Large language models in TEFL teacher education and digital text sovereignty. Technology in Language Teaching & Learning, 6(1), 1–16. https://doi.org/10.29140/tltl.v6n1.1192
- Çakan, M., Çelikten-Demirel, S. & Gündüz, T. (2021). Nicel veri analizi ve yorumlanması. B. Oral & A. Çoban (Eds). Kuramdan Uygulamaya Bilimsel Araştırma Yöntemleri içinde (pp: 161-203). Pegem Akademi.