The Effect of ChatGPT as a Pen-Friend on Primary School Learners' Reading and Writing Skills and Their Attitudes Towards English Courses

Abstract

In the literature, there is not enough evidence specifically regarding the contribution of ChatGPT to the English education of primary school students. This calls for further studies empirically demonstrating the effectiveness of generative Artificial Intelligence (AI) tools in language learning in primary school settings. This sort of study is also useful in providing implications for effectively integrating these novel tools into school settings. Therefore, this study focuses on the impact of ChatGPT on the English reading and writing skills of elementary school students. This study explores the impact of using ChatGPT as a pen pal on young learners' reading and writing skills in English courses and their attitudes towards language learning. Conducted with 55 elementary school students, the study employed a quasi-experimental design. The experimental group interacted with ChatGPT weekly to practice their reading and writing skills, while the control group followed traditional teaching methods. Pre-tests and post-tests were administered to assess students' progress in reading and writing, along with an attitude scale to measure changes in their perception of the English course. The results showed that both groups significantly improved their reading and writing skills, but no significant difference was observed between the groups. Although ChatGPT proved to be an engaging tool, its impact was comparable to traditional methods. This study highlights the potential of AI-driven tools like ChatGPT in supporting language learning, suggesting further research is needed to explore its long-term effects.