Artificial Intelligence-Generated Narratives to Enhance EFL Early Literacy Skills for Academic Underachievers in the Primary Stage

نوع المستند : المقالة الأصلية

المؤلف

Lecturer of Curriculum and EFL Instruction, Department of Educational Sciences, Faculty of Education for Early Childhood, Zagazig University, Egypt

المستخلص

The present study aimed to examine the impact of Artificial Intelligence-Generated Narratives (AIGN) on Enhancing EFL early literacy skills (ELSs) for EFL academic underachievers in the primary stage. The participants were eighteen (n= 18) academic underachievers in the fourth-grade primary stage across four governmental schools in Minya El-Qamh in the academic year (2024-2025). The participants were assigned to one experimental group in a quasi-experimental design. The study applied two instruments (prepared by the researcher): an EFL ELSs test which was pre-post administered to the study group before and after the AI instructional intervention; and a rubric to score the test, tailed with a descriptive qualitative part in order to judge if the participants progressed beyond the underachieving level to which they belonged before the AI intervention. T-test for paired samples was calculated. Statistical results revealed significant improvements in the post-assessment of ELSs for the study participants. Descriptive findings also provided explicit qualitative evidence that the study participants successfully moved upward from underachieving performance levels to (higher) grade-appropriate proficiency levels in EFL early literacy skills. These findings highlighted the significant impact of AIGN intervention on enhancing early literacy skills for EFL primary stage academic underachievers.

الكلمات الرئيسية

الموضوعات الرئيسية

المراجع

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