InternationalJournalofHumanities andSocialSciences(IJHSS)
ISSN(P):2319–393X;ISSN(E):2319–3948
Vol.11,Issue2,Jul–Dec2022;167–174 ©IASET
EFFECTOFREADALONGAPPLICATIONONSPEAKINGANDREADINGSKILLSOF ENGLISHLANGUAGE
Dr.TagaramKondalaRao1&SonamSrivastava2ABSTRACT
Englishlanguageisbeenalwaysthetalkwhenitcomestopublicspeaking.Itisclearlyvisiblethepersonwhospeaks Englishinfrontofformalmeetingsuchasconferences,seminarsothereducationaleventsisbetterrecognized.The developmentoflanguagespeakingisdependinguponprincipleofuseanddisuse.Whenwefrequentlyuseaspecific language,ithelpsustoimproveourselvesthroughtrialanderror.Asthetrialsincrease,errorsdecreaseitsuggests.The conversationhasbeenaroundListening,Speaking,ReadingandWritinginanylanguagelearning.Thesefourskillsare effectiveindicatorsoflanguageperformanceapartfromotherpsychologicalfactors.Thepresenteducationsystem,may notofferthesebasiclanguageskillsforeachindividualastheclassroomsareovercrowded.Technologyisnowcomeinto picturetofulfillthoseindividualneedsoflanguageskills.Therearemanytechnologicalapplicationsavailablethatcater individuallanguagelearningnecessities.Thecurrentstudyisanattemptinthesamedirection.TheAIapplication‘Read Along’wasexaminedtoseeit’seffectonSpeakingandReadingskillsofEnglishlanguage.Thequestionnairewasusedto collectdataandttestandANOVAwereusedforanalyzingandinterpretingthedata.Theresultswerecomparedand discussedandpresented.TheexperimentalgroupperformedbetterthancontrolledgroupwithrespecttoSpeakingaswell asReading.Thesefindingshavesomevaluableeducationalimplicationsatelementarylevel.
KEYWORDS:ReadAlong,ElementaryLevel,Speaking,Reading,EnglishLanguage
ArticleHistory
Received:18Oct2022|Revised:19Oct2022|Accepted:22Oct2022
INTRODUCTION
Raphael(2017)indicatesthatEnglishlanguagelearningisoneofthenecessaryeducationalobjectivesatapersonal, academic,andoccupationallevel.AIisconstantlygrowingandevolvingandtherearefirmindicationsthatwaysof teachingandlearningalongwiththeteachingtoolsweusewillbeprofoundlytransformed.Thedevelopmentofintelligible pronunciationisanongoingchallengetobothstudentsandteachersacrossalllanguagelevels.Cautelaetal.(2019,p.128) indicatedthatthereisalinkbetweenAIapplicationsandmanythinkingskillssuchasdesigningskills,whicharehighly soughtafterinthe21stcentury.HehasillustratedthatAImoveseducationfromatraditionalformtoanautomated education,oreducationthroughsmartinteractivemachines.Itemploysnaturallanguagetoproducenewknowledge,andto boostsupplementaryeducationaltasks.AIapplicationscanindividualizedtutoringandintroducevariededucational modelsandstreamsinwhichlanguagesaremergedwithfieldsofrelatedknowledge.Thus,theyofferstudentsthechance tolearnaccordingtoflexiblestreamsthatsuittheirdifferentabilitiesandacademiclevels.TheimportanceofAI
www.iaset.us
editor@iaset.us
1AssistantProfessor,DayalbaghEducationalInstitute,Agra,UttarPradesh,India 2M.EdScholar,DayalbaghEducationalInstitute,Agra,UttarPradesh,Indiaapplicationsineducationisdeterminedbytheirabilitytosuittheneedsandabilitiesofthelearners,toworkaccordingto theireducationalpreferences,andtomonitortheprogressrateofeachlearner.Manyartificialintelligencebasedand customizedapplicationscanhelpinimprovingEnglishlanguageskills(suchaslistening,speakingandreadingskills)with personalisedlessons.Examples:-LiulishuoOdingaFluent8DuolingoELSA(EnglishLanguageSpeechAssistant)Read Alongetc.Outofthese,ReadAlongAppisfoundtobemoreaccessible,childrenfriendlyandhavingNLPfeatures.Some ofthefeaturesofReadAlongaregivenbelow
Customizedlessons,designedbyAIforexpeditedlearning.
●Agamutofvocabulary,situationsandexpressions.
●Speaking,readingandlisteningpracticewithAI.
●Priorityofspeaking,readingorlisteningdecidedbyAI,basedonlevelsofuser.
●Real-situationEnglishpractice.
●Minigamesforfun&learning.
●Manageablelearningcurve,enabledbyAI.
●Buildingtheabilitytocomprehendreadingpassages.
●Developingstudents’translationskills.
●Learningcorrectpronunciation.
●Enrichingthestudent’svocabulary.
●AugmentingspeakingskillsforEnglishlearners.
Onthebasisofcorefeatureslistedabove,theresearchershaveoptedReadAlongtobeexaminedamong elementarylevelstudents.
ResearchQuestions
IsthereanyimprovementinspeakingskillsofEnglishwhenusingReadAlongApp?
IsthereanyimprovementinreadingskillsofEnglishwhenusingwithReadAlongApp?
ArethereanygenderdifferencesinspeakingandreadingwhenusingwithReadAlongApp?
ObjectivesoftheStudy
●TostudytheeffectofReadAlongapplicationonspeakingskillsofEnglishlanguageatelementarylevel.
●TostudytheeffectofReadAlongapplicationonreadingskillsofEnglishlanguageatelementarylevel.
●TostudytheeffectofgenderdifferencesofReadAlongapplicationonskillsofEnglishlanguageatelementary level.
HypothesesoftheStudy
●TherewillbeasignificanteffectofReadAlongonthespeakingskillsoftheEnglishlanguageonstudents.
●TherewillbeasignificanteffectofReadAlongonthereadingskillsoftheEnglishlanguageonstudents.
●TherewillbenosignificanteffectofgenderdifferencesofReadAlongapplicationonskillsofEnglishlanguage atelementarylevel.
MethodsoftheStudy
Experimentalmethodwasusedinthepresentstudy.SinglegroupExperiment-Controldesignwasusedinthepresentstudy forexaminingtheextenttowhichReadalongApponSpeakingandReadingskillsofEnglishLanguage.
Entireclasswasdividedintotwo groupssuchasexperimentalgroupinwhich individualswereinformedofthestudy objectivesandtheresponsemechanismofthe ReadAlongapplicationandtheywerehighly motivatedtouseAIapplicationsinlearning Englishlanguageskills.
Anothergroupcalledcontrolledgroupinwhich individualswerenotawareofthemechanismof theAItool-ReadAlongandwasusedasa baselinetoassesstheeffectofthatintervention.
SampleoftheStudy
Apre-testwastakenbefore introducingtheReadAlongapplication, thenintroducedofapplicationRead AlongtothestudentstoteachEnglish languageskills.Lessonplanswere preparedintegratingReadAlong applicationforteachingstudentsfor15 daysandtaughtthesame.
Apre-testwasadministeredandthen Traditionalmethodsusedtoteachthe controlledgroupoftheEnglish language. LessonplansusingReadAlongwere preparedforexperimentalgroupfor15 daysandtaughtthesame.
Apost-testwas conductedfor checkingthe effectivenessofthe applicationfollowed byaquestionnaire.
Apost-testwastaken forcheckingthe effectiveness
SadabadInterCollegewasselectedpurposivelyandelementarystudentswereselectedrandomly.Apre-testwasconducted andonthebasisofscorestudentsweredividedintotwogroupsi.eexperimentalandcontrolledgroupandthenmatched pairsdesignfordividingthemintomaleandfemalecategories.
SelectionandDevelopmentoftheTools
Aquestionnairewasadministeredtomeasuretheabilityofstudents'skillsoflearningEnglishlanguagebyTurkiRabahAl Mukhallaf(2020)
Phase1-Thescoreofpretestoftheexperimentalgroupbeforeintroducingtheapplication.
Phase2-Thescoreoftheposttestfollowedbyaquestionnaireafterintroducingtheapplicationaspilotstudytosee thedifferencesaswellaseffectivenessofReadAlongApplication.
Phase3-Thescoreofthecontrolledgroupfollowedbyaquestionnaireforcomparisonandanalyzingtheeffectof skillsofEnglishlanguage.
SampleCharacteristics
Atotalnumberof88studentscompletedthestudy.46boysand42girlswereparticipatedinthestudyrangedfrom10-12years.
Table2:DemographicInformationoftheParticipantsGroup
Comparisonatbaseline:itwasusedtoassesstheeffectofArtificialIntelligenceApplication(ReadAlong)on SpeakingandReadingSkillsofEnglishlanguageatElementaryLevel.Itwasimportanttocheckwhethertheexperimental andcontrolgroupswereequalatthebaselineornot.
AnalysisofPre-TestScoresofSpeakingSkills
Itisevidentfromtable3thatmeanscoreforlisteningskillsishigherforcontrolgroup(M=51.13)withalesser variabilityinscores(S.D=7.82)ascomparedtomeanscoreexperimentalgroup(M=49.20)withslightlyhighervariability (5.83)However,thesedifferenceswerefoundtobestatisticallyinsignificantasdepictedbytheresultsoft-testat 0.05.Therefore,itisevidentthattheexperimentalgroupswereequaltotheirrespectivecontrolonthebaselinemeasuresof speakingskills.
AnalysisofPre-TestScoresofReadingSkills
Table4:Mean,S.DandResultsofTTestforPre-TestScoresof ReadingSkills
Itisevidentfromtable4thatmeanscoreforreadingskillsishigherforcontrolgroup(M=114.48)withalesser variabilityinscores(S.D=11.38)ascomparedtomeanscoreexperimentalgroup(M=109)withslightlyhighervariability (9.29)However,thesedifferenceswerefoundtobestatisticallyinsignificantasdepictedbytheresultsofttestat 0.05.Therefore,itisevidentthattheexperimentalgroupswereequaltotheirrespectivecontrolonthebaselinemeasuresof readingskills.
Thedesignusedforthecurrentstudywassingleexperimentalcontrolgroupdesignwithpre-testpost-test measurementsfollowedbyaquestionnaire.Itmeansthattherewasnorandomallocationofthestudentstothegroups. Therewasapossibilitythatthegroupsmayhavevariedatthebaselinebutaboveanalysisrevealedthatthegroupswere equalatbaselineforallthevariablesofthestudy.
AnalysisofSignificanceofdifferencebetweenScoresofSpeakingSkillsforPre-test,Post-test
Analysisofsignificanceofdifferencebetweenscoresofspeakingskillsforpre-test,post-testfollowedbythe questionnaireinExperimentalandcontrolGroup.(TostudytheeffectofAIbasedapplicationonspeakingskillsofEnglish languageatelementarylevel)
Thevalueoft-testintheexperimentalgroupat0.05impliesthatthereisasignificantdifferencebetweenpre-test andpost-testfollowedbyaquestionnairewhereasthereisnosignificantdifferencebetweenpre-testandpost-testinthe controlgroupat0.05levelsinspeakingskillsofEnglishlanguage.
ExperimentalGroup
Analysisofsignificanceofdifferencebetweenscoresofreadingskillsforpre-test,post-testfollowedbythe questionnaireinExperimentalandcontrolGroup.(TostudytheeffectofAIbasedapplicationonreadingskillsofEnglish languageatelementarylevel)
Thevalueoft-testintheexperimentalgroupat0.05impliesthatthereisasignificantdifferencebetweenpre-test andpost-testfollowedbyaquestionnairewhereasthereisnosignificantdifferencebetweenpre-testandposttestinthe controlgroupat0.05levelsinreadingskillsofEnglishlanguage.
ExperimentalGroup
ControlGroup
AnalysisofsignificanceofgenderdifferenceinExperimentalgrouponly(Tostudytheeffectofgender differencesofAIbasedapplicationonskillsofEnglishlanguageatelementarylevel)
ToAnalysethesignificanceofgenderdifferenceinExperimentalgroupthethree-wayANOVA(Analysisof Variance)hasbeencalculatedanditssummaryisgivenintable.
Table7:ExhibitingSummaryofThree-WayAnalysisofVariance.WheretheIndependentvariableisthe ReadAlongApplicationandDependentisGenderandSkillsofEnglishlanguage.ExhibitingSummaryof Three-WayAnalysisofVariance
Theobtainedresultshowsthatthereisnosignificancedifferenceat0.001levelsamongvariances.
FINDINGS
FromtheaboveresultitisclearthatAItoolssuchasReadAlonghavesignificanteffectsonspeakingskillandreading skillsofEnglishlanguageatelementarylevelwithfunandexploration.Nogenderdifferenceswereobservedinthepresent studywhenReadAlongAppwasusedforEnglishlanguageskillssuchasspeakingandreading.
RESULTSANDDISCUSSION
AIapplicationsarepartofcontemporarytrends,soitisnecessarytoemployitasapartof21stcenturyskillsandthenature ofthedigitalworldanditsrequirements.EmploymentofAIapplicationsandstrategiesrelatestostudyingandaccurately determiningtrainingneedsinordertoboostproceduralpracticesinthelightofAIstrategiesforteaching/learningEnglish. Theyincludeinteractivesmarttranslationstrategiesthroughsmarttoolsandsoftware,voicecommunicationstrategies, strategiesfordiversifyingscientificcontentanddigitalopensources,andstrategiesforcommunicativelanguageteaching (enhancedwithinteractivevoiceandimages).Theyalsoincludestrategiessuitablefordifficultiesinlanguage communication,strategiesforcomputersimulation,andemploymentofsmartprogramswiththehelpofexpertsystems. ThesearemultipleprogramsthatdependonsimulationtodevelopskillsthroughapplicationssuchasReadAlongorso whichboostlearningoflanguageskillsofEnglishlanguage.
REFERENCES
1.Al-Farrani,L.A.K.,&El-Hejaili,S.A.S.(2020).AneducationalscenarioforusingAItodiscoverthe instructors’multiplefacetsofintelligence.TheArabInstitutionofEducation,Sciences,andLiterature,11 ,73−91.
2.Al-Omari,Z.H.Z.(2019).TheEffectofusingAIchatrobotstodevelopthesciencesubjectcognitiveaspectsof primarystagefemalepupils.TheSaudiAssociationforEducationalandPsychologicalSciences,64,23−48.
3.Al-Yajizi,F.H.(2019).UsingAIapplicationstoenhanceuniversityeducationinKSA.Arab EducationalistLeague,113,257−282.
4.Boneau,A.(1993).ArtificialIntelligence:Itsrealityandfuture(AliSabriFaghaliTranslator).AlamAl-Ma’rifah series.TheNationalCouncilforCulture,Arts,andLiterature:Kuwait.
5.Cautela,C.,Mortati,M.,Dell’Era,C.,&Gastaldi,L.(2019).TheimpactofArtificialIntelligenceonDesign Thinkingpractice:InsightsfromtheEcosystemofStartups.StrategicDesignResearchJournal,12(1),114−134. https://doi.org/10.4013/sdrj.2019.121.08
6.Clark,M.(2018).Artificialintelligenceforthegeneralinterest.TheworldsummitreportonAIforthegeneral interest,TheWorldUnionforCommunication,Genève,Switzerland.ijel.ccsenet.orgInternationalJournalof EnglishLinguisticsVol.10,No.6;202052
7.Dickson,B.(2017).HowArtificialIntelligenceisShapingtheFutureofEducation.PC Magazine,105−115.Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=125789751&site=ehost-live
8.El-Sayed,A.A.R.(1994).AIapplicationsandmodelsofneuro-networksindifferentscientificandeducational fields.BanhaUniversity,FacultyofEducation,5(15),147−158.
9.Farghali,A.(1988).ComputerlinguisticsandAI:potentialsforapplicationincomputerizedlanguagelearning programs.TheCouncilofScientificPublications,8(32),192−193.
10.Fleming,S.C.(2003).Acomparisonofartificialintelligence-basedasynchronousinternetinstructionand traditionalinstructionincommunitycollegedevelopmentalalgebra(OrderNo.3083062).Availablefrom ProQuest Dissertations & Theses Global. (305300515). Retrieved from https://search.proquest.com/docview/305300515?accountid=178282
11.Ghazi,E.E.D.(2005).ArtificialIntelligence:Isitasymbolictechnology?HumanitiesandSocialSciences,6, 43−81.
12.Kamuka,E.E.D.I.(2015).ArtificialIntelligenceinprogrammedEducation.TheArabInstitutionforScientific CounselandDevelopmentofHumanResources,49(1),84−96.
13.Lancaster,F.W.,Warner,A.,Al-Tayyar,M.B.S.,&Al-Shelail,T.I.(2008).ApplicationsofAItechniquesand expertsystemsinlibrariesandinformationservices.KingFahadNationalLibrary,14(2),394−400.
14.Lapata,M.,&Barzilay,R.(2005).Automaticevaluationoftextcoherence:Modelsandrepresentations(pp. 1085−1090).InProceedingsofthe19thInternationalJointConferenceonArtificialIntelligence(IJCAI).
15.Lu,D.(2009).AnartificialintelligenceofexpertsystemforcollegeEnglishteaching association.BeijingUniversityofChemicalTechnology.AvailablefromProQuestDissertations&Theses Global(1870463615).Retrievedfromhttps://search.proquest.com/docview/1870463615?accountid=178282
16.Raphael,N.,Madoda,C.,Baba,T.,&Sindiso,Z.(2017).ExploringtheSecondLanguageTeachingStrategiesof NdebeleEnglishTeachersinSelectedSecondarySchoolsinZimbabwe.Gender&Behaviour,15(2),8626−8637.
17.Shabakah,N.S.E.(2012).Artificialintelligenceandthelogicofrepresentingknowledge:Thelogicofmultiplecomponentmaterial.AssociationofFacultiesofComputersandInformation,1(2),19−33.
18.Ziegler,N.(2014).Englishlanguagelearners’epistemicbeliefsaboutvocabularyknowledge.TheUniversityof Toledo.AvailablefromProQuestDissertations&ThesesGlobal(1773492386).Retrievedfrom https://search.proquest.com/docview/1773492386?accountid=178282