The Effectiveness of a Teaching Strategy Based on Generative Artificial Intelligence in Developing Oral Communication Skills among Second-Year Middle School Students
DOI:
https://doi.org/10.51699/cajlpc.v7i4.1625Keywords:
generative artificial intelligence, teaching strategy, oral communication skills, English language, middle school studentsAbstract
This study examined the effectiveness of a teaching strategy based on generative artificial intelligence (GAI) in developing oral communication skills among second-year middle school students. A quasi-experimental design with two equivalent groups was employed. The sample comprised 64 students: 32 students in the experimental group, who were taught using the GAI-based strategy, and 32 students in the control group, who were taught using the conventional method. The researcher developed a 30-item oral communication skills test and verified its validity, reliability, and psychometric properties. The data were analyzed using an independent-samples t-test. A statistically significant difference was found at the 0.05 level between the post-test mean scores of the two groups in favor of the experimental group, indicating that the GAI-based strategy was effective in developing oral communication skills. The study recommends integrating generative AI applications into English language instruction and teacher-training programs while maintaining teacher supervision, ethical use, and learner privacy. Further studies should examine other educational stages, language skills, and learning variables.
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