Chatgpt-Based Didactic Strategies To Improve Students’ English Language Reading And Writing Skills

Autores/as

DOI:

https://doi.org/10.61384/r.c.a..v4i1.108

Palabras clave:

strategies, reading skills, writing skills, artificial intelligence, ChatGPT

Resumen

At the present time, artificial intelligence (AI) has become a reality; it is no longer something to be dreamt of, but instead something to be used in our daily life. AI, more specifically, ChatGPT can be used by teachers and students to improve their learning, and the different processes that this conveys. The objective of this investigation was to design strategies based on ChatGPT to improve senior high school students’ English language reading and writing skills in Esmeraldas, 2023. The investigation followed a mixed approach, with the methods of analysis and synthesis, hermeneutics, descriptive statistics, inductive, and deductive. The scope of this research was descriptive, and the design was nonexperimental. The Population of Study was formed by 60 English teachers from different schools in Esmeraldas, either private or public. The main results showed that 70,50% of teachers had very many difficulties in class when developing reading and writing skills; the 84,7% showed marked interest in using ChatGPT for teaching; the main contents considered to include in strategies were how to express critical opinions, and organizing ideas, among others. The main themes diagnosed were free time activities and environment, together with short stories, and personal reflections. This diagnosis permitted the design of didactic strategies whose main stages were Preparation, Immersion Activities, and Free Language Use, with their corresponding objectives, procedures, and activities.

Citas

Arhin, A. O., & Cormier, E. (2007). Educational innovations. Retrieved from: https://www.proquest.com/openview/5308ba66c45b83eb865743e3423dcfde/1?pq-origsite=gscholar&cbl=47628

Beck, J., Stern, M., & Haugsjaa, E. (1996). Applications of AI in Education. XRDS: Crossroads, The ACM Magazine for Students, 3(1), 11-15. DOI: https://doi.org/10.1145/332148.332153

Chhabra, P. (2012). Use of E-Learning tools in teaching English. International Journal of Computing & Business Research, 3, 2229-6166. Retrieved from: http://researchmanuscripts.com/isociety2012/9.pdf

Dean, D. (2010). What works in writing instruction. Urbana, IL: National Council of Teachers of English. Retrieved from: https://cdn.ncte.org/nctefiles/resources/books/sample/52119chap01_x.pdf

Deng, J., & Lin, Y. (2022). The benefits and challenges of ChatGPT: An overview. Frontiers in Computing and Intelligent Systems, 2(2), 81-83. Retrieved from: https://drpress.org/ojs/index.php/fcis/article/view/4465 DOI: https://doi.org/10.54097/fcis.v2i2.4465

Enikő, S. M. (2013). Didactic teaching strategies for successful learning. PedActa, 3(2), 51-58. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/84383718/article_3_2_5-libre.pdf?1650288094=&response-content-disposition=inline%3B+filename%3DDidactic_Teaching_Strategies_for_Success.pdf&Expires=1691628255&Signature=b9ko7bUoNrpYRI8~Xgjus2m~aMTMBNkDhz8xG3HpczGt6jrv7-cseRDqEf01PEkiI6nI0MNC3CpgB1Q-Tb55YBZ5YGJFLoI1t8bnQR63CBxBRJFzL~qf3uBY1Sm2HepZTQpvSCSxv0NPvc-CesQ1GlZn9QSh3t50-OF-3NY~D-iIHlxnwnTNe7kNm9SF07SORBWGOqJmPVqiGcCxnR2LrITAeJb8FsPnXQzIQOksCytxTqq93YseSCANDFVJLY81Yq6oH4NVh6-OqTr3V0-~pXEqLEkobb-tz87IpTS7p8Wl3ScVeIFvv3BeMIWx71l8iC-1LxumZgHKPsrkHwL5Qg__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2017). Alcance de la Investigación.

Ilyosovna, N. A. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24.

Jeon, J., & Lee, S. (2023). Large language models in education: A focus on the complementary relationship between human teachers and ChatGPT. Education and Information Technologies, 1-20. Retrieved from: https://link.springer.com/article/10.1007/s10639-023-11834-1 DOI: https://doi.org/10.1007/s10639-023-11834-1

Jeon, J. (2021). Exploring AI chatbot affordances in the EFL classroom: Young learners’ experiences and perspectives. Computer Assisted Language Learning, 1-26. Retrieved from: https://www.tandfonline.com/doi/full/10.1080/09588221.2021.2021241 DOI: https://doi.org/10.1080/09588221.2021.2021241

Johns, A. M. (1986). Coherence and academic writing: Some definitions and suggestions for teaching. Tesol Quarterly, 20(2), 247-265. Retrieved from: https://www.jstor.org/stable/3586543?origin=crossref DOI: https://doi.org/10.2307/3586543

Jones, M. (1985). Applications of artificial intelligence within education. Computers & mathematics with applications, 11(5), 517-526. Retrieved from: https://www.sciencedirect.com/science/article/pii/0898122185900549 DOI: https://doi.org/10.1016/0898-1221(85)90054-9

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 00336882231162868. Retrieved from: https://journals.sagepub.com/doi/epub/10.1177/00336882231162868 DOI: https://doi.org/10.1177/00336882231162868

Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. Retrieved from: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b42cffa5a2ad63a31fcf99869e7cb8ef72b44374

Leite, L. R., Verde, A. P. D. S. R., Oliveira, F. D. C. R. D., & Nunes, J. B. C. (2021). Mixed methods approach in the theses of a postgraduate program in education: analysis in the light of Creswell. Educação e Pesquisa, 47. Retrieved from: https://www.scielo.br/j/ep/a/f6M7smg8gPMxZDGcsDnHFww/?lang=en DOI: https://doi.org/10.1590/s1678-4634202147243789

Liao, G. (2011). On the development of reading ability. Theory and Practice in Language Studies, 1(3), 302-305. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/65796766/Metacognitive_Online_Reading_Strategies_20210226-8839-1kqjwfu.pdf?1614382139=&response-content-disposition=inline%3B+filename%3DMetacognitive_Online_Reading_Strategies.pdf&Expires=1691678842&Signature=hRj0Keb0KezjA231Z2MmW~jYP9SYcBkJhVuoKKhlatrwiifqbr7gBGlzz7ENKu-YX1tPAZFKhwiLaqFekjrzbLUlXfeo1sOcsJpNg6uOV6o5l~SD7UEK5Me1x1Eivumb~I~Yzw4pwR1G7qD1rB6fgOcVVwjJWnrLeHQbEv-fSWDC2D8vXUO3Um8e9XVpsuQ777M1a3EsaiGU5uYjDQiITHyLAEurCl6oJYB4l5yDKKN2~~mgkXvnZzn6fzHht2FsvD5WWx-1p0nC-dIDlx2LOfWX7SZtmfXSftOv9x8wq1COmFxKD3CUueiD0ucDDQJ43wa72ubGEXWQVtEv81mWGA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=110 DOI: https://doi.org/10.4304/tpls.1.3.302-305

Liu, D. (2000). Writing cohesion. In Forum, 38 (1) (Vol. 28). Retrieved from: https://books.google.es/books?hl=es&lr=&id=YcZLAQAAMAAJ&oi=fnd&pg=PA28&dq=writing+cohesion&ots=sgxCxULkh7&sig=qotWMMREomjnPrAEZRrNTCHC5xs#v=onepage&q=writing%20cohesion&f=false

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. Retrieved from: https://www.mdpi.com/2227-7102/13/4/410 DOI: https://doi.org/10.3390/educsci13040410

McCarthy, J. (2007). What is artificial intelligence. Retrieved from: https://hub.cnetworks.info/wp-content/uploads/2023/07/whatisai.pdf

McGrath, I. (2002). Materials Evaluation and Design for Language Teaching Edinburgh Textbooks in Applied Linguistics. Applied Linguistics, 101, 57161. Retrieved from: https://mtlt17gpt02.storage.googleapis.com/MDc0ODY0NTY3NQ==02.pdf

Ministry of Education from Ecuador (2016). Laws, Articles and Dispositions for Institutions. Ecuador: Minister of Education. Retrieved from: https://educacion.gob.ec/wp-content/uploads/downloads/2016/02/MINEDUC-ME-2016-00020-A.pdf

Peck, R., & Devore, J. L. (2011). Statistics: The exploration & analysis of data. Cengage Learning. Retrieved from: https://books.google.es/books?hl=es&lr=&id=NYcIAAAAQBAJ&oi=fnd&pg=PP1&dq=analysis++of+data&ots=Z8ALkdo09W&sig=61-Jgv2GrSBKV_OaO9cCoDZRjTw#v=onepage&q=analysis%20%20of%20data&f=false

Qurat-ul-Ain, Shahid, F., Aleem, M., Islam, M. A., Iqbal, M. A., & Yousaf, M. M. (2019). A Review of Technological Tools in Teaching and Learning Computer Science. Eurasia Journal of Mathematics, Science and Technology Education, 15(11), em1773. https://doi.org/10.29333/ejmste/109611 DOI: https://doi.org/10.29333/ejmste/109611

Seebohm, T. M. (2007). Hermeneutics. Method and methodology (Vol. 50). Springer Science & Business Media.

Selvaraj, M., & Aziz, A. A. (2019). Systematic review: Approaches in teaching writing skill in ESL classrooms. International Journal of Academic Research in Progressive Education and Development, 8(4), 450-473. Retrieved from: https://www.researchgate.net/profile/Azlina-Abdul-Aziz/publication/339458235_Systematic_Review_Approaches_in_Teaching_Writing_Skill_in_ESL_Classrooms/links/5e53e8b1299bf18082de68a3/Systematic-Review-Approaches-in-Teaching-Writing-Skill-in-ESL-Classrooms.pdf DOI: https://doi.org/10.6007/IJARPED/v8-i4/6564

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's zone of proximal development: Instructional implications and teachers' professional development. English language teaching, 3(4), 237-248. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1081990.pdf DOI: https://doi.org/10.5539/elt.v3n4p237

Tojiboyev Isaqjon. (2022). Strategies and techniques for improving EFL learners’ reading skills. Involta Scientific Journal, 1(11), 94–99. Retrieved from https://involta.uz/index.php/iv/article/view/348

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. Retrieved from: https://dergipark.org.tr/en/pub/jcs/issue/74417/1227392 DOI: https://doi.org/10.52876/jcs.1227392

Villamil, O. S., & de Guerrero, M. C. (2006). Sociocultural theory: A framework for understanding the social-cognitive dimensions of peer feedback. Feedback in second language writing: Contexts and issues, 23-41. Retrieved from: https://books.google.es/books?hl=es&lr=&id=mawaswihz7QC&oi=fnd&pg=PA23&dq=sociocultural+approach+lev+vygotsky&ots=POLIKPYwPp&sig=hKWNuxzZkRMwXHNeIIhAckQKYqc#v=onepage&q=sociocultural%20approach%20lev%20vygotsky&f=false DOI: https://doi.org/10.1017/CBO9781139524742.004

Wibowo, Y. E. W., Syafrizal, S., & Syafryadin, S. (2020). An analysis of English teachers' strategies in teaching reading comprehension. Journal of Applied Linguistics and Literacy, 4(1), 20-27. Retrieved from: https://core.ac.uk/download/pdf/304931242.pdf

Woolf, B. P., Lane, H. C., Chaudhri, V. K., & Kolodner, J. L. (2013). AI grand challenges for education. AI magazine, 34(4), 66-84. Retrieved from: https://web.cs.umass.edu/publication/docs/1991/UM-CS-1991-037.pdf DOI: https://doi.org/10.1609/aimag.v34i4.2490

White, J., Fu, Q., Hays, S., Sandborn, M., Olea, C., Gilbert, H., ... & Schmidt, D. C. (2023). A prompt pattern catalog to enhance prompt engineering with chatgpt. arXiv preprint arXiv:2302.11382. Retrieved from: https://arxiv.org/pdf/2302.11382.pdf

Zhai, X. (2023). Chatgpt and ai: The game changer for education. Available at SSRN. Retrieved from: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4389098

Descargas

Publicado

2024-04-02

Cómo citar

Sosa Daza , E. P., Macías Angulo, F. del R., & Ramírez Lozada, H. (2024). Chatgpt-Based Didactic Strategies To Improve Students’ English Language Reading And Writing Skills. Estudios Y Perspectivas Revista Científica Y Académica , 4(1), 390–420. https://doi.org/10.61384/r.c.a.v4i1.108

Número

Sección

Artículos

Artículos similares

También puede {advancedSearchLink} para este artículo.