نوع المستند : المقالة الأصلية
المؤلفون
قسم المناهج وطرق التدريس، كلية التربية، جامعة أسيوط
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
This research aims to develop expansive writing skills and improve artificially generated writing output standards among secondary school students using a program based on the generative artificial intelligence (AI) models, ChatGPT and Google Gemini. An experimental approach is used based on a quasi-experimental, single-group design. The study sample consists of 33 third-year secondary school students. To achieve the research objectives, the research uses the following tools: a list of dilatation writing skills, a list of artificially generated writing standards, a test for dilatation writing skills, and a note card for artificially generated written output standards for secondary school students. After the research tools were adjusted and the content of the program, consisting of 21 sessions, was applied to the students, appropriate statistical methods were used to quantify the results. The research results reveal statistically significant differences at the level of 0.01 between the average scores of students in the pre- and post-measurements. The results indicate that generative AI models are effective at developing expansive writing skills and enriching artificially generated written output standards among secondary school students. Considering the research results, it is recommended to design educational activities and programs for the use of generative AI models at different educational stages, and through educational studies targeting different samples of male and female students. The findings may support the role of generative AI models in developing learners’ writing skills.
الكلمات الرئيسية [English]
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