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.
Sönmez et al. (Wed,) studied this question.