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Leveraging ChatGPT to enhance EFL reading skills for 10-12 year-old students
Tripathi, Neeti
Tripathi, Neeti
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Date
2024
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
Bangladesh
Abstract
Context: The study was conducted in an international school that prioritizes strong English proficiency among students aged 3 to 18. Despite the emphasis on English, traditional methods had not effectively enhanced reading skills among elementary students, prompting school leadership to explore technology-based innovations for English as a Foreign Language (EFL) instruction, specifically for students aged 10-12 years.
Aims: The primary goal of the research was to assess the effectiveness of ChatGPT in improving EFL reading instruction. This involved examining student attitudes towards ChatGPT, parental perceptions, and teacher insights concerning the integration of this technology into the classroom. The study aimed to provide personalized learning experiences and tailor instructions based on individual student needs.
Methods: A mixed-methods research design was employed, combining quantitative questionnaire data from 100 students and qualitative insights from focus groups with parents and interviews with eight EFL teachers. This approach allowed the researcher to triangulate findings and gain a more comprehensive understanding of ChatGPT's impact on EFL reading skills.
Findings: The results indicated that students generally viewed ChatGPT positively, finding it helpful in improving their reading and grammar skills. Parents expressed concerns regarding creativity loss, increased screen time, and the ethics of academic integrity related to AI use. While teachers recognized the potential benefits of ChatGPT for engagement and skill development, they also highlighted ethical considerations and the need for an AI policy that addresses originality and well-guided application of the technology.
Implications: This study's findings illustrated the diverse perceptions regarding ChatGPT in the educational context. It emphasizes the importance of collaborative policy development involving all stakeholders to ensure responsible integration of AI tools. The research suggests that schools can learn from this case study to create ethical guidelines for AI in education, fostering a balanced approach that enhances instruction while mitigating concerns about technology's impact on student learning and engagement. Regular evaluation and adaptation of AI policies are necessary to maintain relevance in pedagogy.
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Keywords (free text)
ChatGPT, teaching EFL, reading skills, artificial intelligence, student engagement