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Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

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Title: Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context
Language: English
Authors: Ferdi Çelik, Ceylan Yangin Ersanli, Goshnag Arslanbay
Source: International Review of Research in Open and Distributed Learning. 2024 25(3):287-303.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Reading Comprehension, Artificial Intelligence, English (Second Language), Second Language Learning, Second Language Instruction, Inferences, Anxiety, Undergraduate Students, Reading Tests, Reading Improvement, Scores, Computer Software, Instructional Effectiveness, Technology Uses in Education, Intervention, Electronic Publishing
Geographic Terms: Turkey
ISSN: 1492-3831
Abstract: This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students' reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT's potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1441376
Database: ERIC
FullText Links:
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context
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  Data: <searchLink fieldCode="AR" term="%22Ferdi+Çelik%22">Ferdi Çelik</searchLink><br /><searchLink fieldCode="AR" term="%22Ceylan+Yangin+Ersanli%22">Ceylan Yangin Ersanli</searchLink><br /><searchLink fieldCode="AR" term="%22Goshnag+Arslanbay%22">Goshnag Arslanbay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2024 25(3):287-303.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 17
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  Data: 2024
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Inferences%22">Inferences</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 1492-3831
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students' reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT's potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.
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  Data: EJ1441376
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 287
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Inferences
        Type: general
      – SubjectFull: Anxiety
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Turkey
        Type: general
    Titles:
      – TitleFull: Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context
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            NameFull: Ferdi Çelik
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            NameFull: Ceylan Yangin Ersanli
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              Type: published
              Y: 2024
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              Value: 1492-3831
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              Value: 25
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            – TitleFull: International Review of Research in Open and Distributed Learning
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