The Impact of GenAI Integration in a Guided Reading Strategy Using Digital Text to Enhance Language Creativity

This study aimed to investigate the impact of GenAI integration as part of a guided reading strategy using digital text on student language knowledge and language creativity. This study employed a quasi-experimental approach with a sample of 250 high school students. The data analysis used t-tests and one-way ANCOVA to assess the intervention's effect on the students' language creativity when composing short stories and reading tabloids. The study's findings indicate that integrating GenAI into a guided reading strategy using digital text can improve the students' language knowledge and language creativity more effectively than conventional reading techniques. Improved language knowledge is characterised by the complexity of the vocabulary and sentences used. Improved language creativity is evident in the students' ability to create short stories and read tabloids after the intervention. Improved language creativity is evident in the aspects of fluency, flexibility, originality, and elaboration. The use of complex language, narratives, characters, and events in the short stories produced as a result of the intervention serves as a benchmark for language creativity. Furthermore, the qualitative study findings indicate that the intervention features that significantly improved imaginative short story writing skills included the incubation phase, sharing ideas with peers, visualising concepts, teacher support, and personal portfolios. Thus, the students' language creativity improved because GenAI technology and guided reading strategies along with digital texts as part of reading activities (introductory, individual, group, and reflective) enabled the exploration of creativity and easier access to resources. This research implies that integrating GenAI technology into reading strategies not only improves language knowledge but also enhances student language creativity.