Using ChatGPT to Enhance Third-Person Narrative Grammar in Iranian EFL Learners
محورهای موضوعی : Research in English Language PedagogyYasaman Behravesh 1 , Hassan Alizadeh Mahmoud Alilo 2
1 - Department of Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
کلید واژه: ChatGPT, EFL Learner, Grammar, Narrative, Third-Person,
چکیده مقاله :
This research is a pioneering endeavor to understand how Iranian EFL students can benefit from utilizing ChatGPT to improve their acquisition of third-person narrative grammar. The study involved forty lower-intermediate female learners from Tabriz, Iran, with participants divided into two groups: an experimental group that used AI to enhance their learning, and a control group that received standard instructions. Participants’ writing performance was thoroughly assessed through pre- and post-test assessments on grammatical concepts, including subject-verb agreement, use of pronouns, and tense. Throughout eight sessions, the experimental group engaged with ChatGPT for grammatical corrections and interactive exercises, while the control group followed conventional methods. The independent-sample t-tests revealed a statistically significant improvement in the experimental group's grammatical proficiency, as confirmed by two evaluators. Results indicated ChatGPT’s potential in enhancing grammar accuracy and narrative coherence through adaptive feedback. Pedagogically, the study highlights the role of AI in supplementing EFL instruction, enhancing engagement, and improving grammar learning.
This research is a pioneering endeavor to understand how Iranian EFL students can benefit from utilizing ChatGPT to improve their acquisition of third-person narrative grammar. The study involved forty lower-intermediate female learners from Tabriz, Iran, with participants divided into two groups: an experimental group that used AI to enhance their learning, and a control group that received standard instructions. Participants’ writing performance was thoroughly assessed through pre- and post-test assessments on grammatical concepts, including subject-verb agreement, use of pronouns, and tense. Throughout eight sessions, the experimental group engaged with ChatGPT for grammatical corrections and interactive exercises, while the control group followed conventional methods. The independent-sample t-tests revealed a statistically significant improvement in the experimental group's grammatical proficiency, as confirmed by two evaluators. Results indicated ChatGPT’s potential in enhancing grammar accuracy and narrative coherence through adaptive feedback. Pedagogically, the study highlights the role of AI in supplementing EFL instruction, enhancing engagement, and improving grammar learning.
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