The Influence of AI- supported Tools on Primary School Students’ Reading Competency of First and Foreign Languages

Year 2025, Volume: 26 Issue: 3, 1665 - 1695, 30.12.2025

Kardelen Aslan , Sedef Süer Baytak

https://doi.org/10.17679/inuefd.1646526

https://izlik.org/JA88XL83JY

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.

Yapay Zekâ Araçlarının İlkokul Öğrencilerinin Yabancı Dil Okuma Yeterliliği Üzerindeki Etkisi

https://izlik.org/JA88XL83JY

Abstract

Bu çalışma, yapay zeka destekli araçların, İngilizce yabancı dil okuma becerilerinin geliştirilmesi ve anadil okuryazarlık becerilerinin iyileştirilmesi üzerindeki etkisini incelemektedir. Araştırma, 2023-2024 akademik yılının ikinci döneminde, Diyarbakır, Türkiye’de bir devlet okulunda öğrenim gören 23 üçüncü sınıf öğrencisi ile 8 hafta süresince gerçekleştirilmiştir. Katılımcılar, gerekli teknolojik ekipmanlara sahip olma kriterine göre seçilmiştir. Eğitim programı kapsamında, düzenli İngilizce dil dersleri verilmiş ve anadil okuma becerilerini geliştirmeye yönelik yapay zeka tabanlı görevler atanmıştır. Sürecin başında ve sonunda İngilizce okuma yeterliliği testleri uygulanmış, programın sonunda ise yapay zeka destekli anadil okuma performansı değerlendirme puanları ve kapalı uçlu bir anketten elde edilen veriler incelenmiştir. İstatistiksel analizler, öğrencilerin her iki dilde de okuma becerilerinde önemli bir gelişme gösterdiğini ortaya koymuştur. Bulgular, yapay zeka destekli eğitim programının öğrencilerin okuma alışkanlıkları, anlama becerileri ve kelime hazinesinin gelişimine katkı sağladığını göstermektedir.

Keywords

Anadil , Okuma yeterliliği , Yabancı dil , Yapay zeka araçları

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.

Supporting Institution

Yazar(lar), bu makalenin araştırılması, yazarlığı ve yayınlanması için herhangi bir finansal destek almamıştır.

Thanks

Yazar(lar), bu araştırmanın yürütülebilmesi için öğrencilere ücretsiz olarak yapay zeka destekli ve ücretli bir yazılıma sahip olan AHOB lisansı dağıtan Zekasoft şirketine teşekkür eder.

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