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ChatGPT-Generated versus Teacher-Prepared Read-Aloud Plans: A Comparative Effectiveness Study

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Title: ChatGPT-Generated versus Teacher-Prepared Read-Aloud Plans: A Comparative Effectiveness Study
Language: English
Authors: Muhammet Sönmez (ORCID 0000-0001-6516-7635), Halil Ibrahim Öksüz (ORCID 0000-0003-4338-297X), Seçkin Gök, Kasim Yildirim
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 3
Primary Education
Descriptors: Elementary School Students, Elementary School Teachers, Grade 3, Reading Aloud to Others, Artificial Intelligence, Lesson Plans, Teacher Developed Materials, Computer Managed Instruction, Intelligent Tutoring Systems, Vocabulary Development, Inferences
DOI: 10.1111/ejed.70458
ISSN: 0141-8211
1465-3435
Abstract: This study aimed to examine the effectiveness of ChatGPT-generated read-aloud plans compared to teacher-prepared read-aloud plans for third-grade elementary school students, specifically focusing on their vocabulary and inference skills. A total of 93 students from a public elementary school participated in the study. The treatment group engaged in ChatGPT-generated read-aloud plans, while the control group participated in teacher-prepared ones. A MANCOVA analysis was conducted to assess the impact of these activities on students' vocabulary and inference skills, controlling for potential covariates. Despite the adequate sample size and statistical power, the results revealed no significant differences between the treatment (ChatGPT-generated) and comparison (teacher-prepared) groups, and the observed effect size was small. These findings suggest that there was no significant difference between the read-aloud plans generated by ChatGPT and those prepared by the teacher, indicating that both types of plans had a similar impact on students' vocabulary and inference skills under the current conditions. The implications of these results for educational practice and the use of AI tools in the classroom are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497947
Database: ERIC
FullText Text:
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  Data: ChatGPT-Generated versus Teacher-Prepared Read-Aloud Plans: A Comparative Effectiveness Study
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  Data: <searchLink fieldCode="AR" term="%22Muhammet+Sönmez%22">Muhammet Sönmez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6516-7635">0000-0001-6516-7635</externalLink>)<br /><searchLink fieldCode="AR" term="%22Halil+Ibrahim+Öksüz%22">Halil Ibrahim Öksüz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4338-297X">0000-0003-4338-297X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Seçkin+Gök%22">Seçkin Gök</searchLink><br /><searchLink fieldCode="AR" term="%22Kasim+Yildirim%22">Kasim Yildirim</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Lesson+Plans%22">Lesson Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Developed+Materials%22">Teacher Developed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Managed+Instruction%22">Computer Managed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligent+Tutoring+Systems%22">Intelligent Tutoring Systems</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Inferences%22">Inferences</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1111/ejed.70458
– Name: ISSN
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to examine the effectiveness of ChatGPT-generated read-aloud plans compared to teacher-prepared read-aloud plans for third-grade elementary school students, specifically focusing on their vocabulary and inference skills. A total of 93 students from a public elementary school participated in the study. The treatment group engaged in ChatGPT-generated read-aloud plans, while the control group participated in teacher-prepared ones. A MANCOVA analysis was conducted to assess the impact of these activities on students' vocabulary and inference skills, controlling for potential covariates. Despite the adequate sample size and statistical power, the results revealed no significant differences between the treatment (ChatGPT-generated) and comparison (teacher-prepared) groups, and the observed effect size was small. These findings suggest that there was no significant difference between the read-aloud plans generated by ChatGPT and those prepared by the teacher, indicating that both types of plans had a similar impact on students' vocabulary and inference skills under the current conditions. The implications of these results for educational practice and the use of AI tools in the classroom are discussed.
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  Data: 2026
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  Data: EJ1497947
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        Value: 10.1111/ejed.70458
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Grade 3
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      – SubjectFull: Reading Aloud to Others
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Teacher Developed Materials
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      – SubjectFull: Computer Managed Instruction
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      – SubjectFull: Intelligent Tutoring Systems
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Inferences
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      – TitleFull: ChatGPT-Generated versus Teacher-Prepared Read-Aloud Plans: A Comparative Effectiveness Study
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