Language Growth
AI in Elementary Literacy: Tools, Challenges, and Teacher Perspectives View Digital Media
Paper Presentation in a Themed Session Amber Spears
This study explores how K-5 teachers use artificial intelligence (AI) tools to support literacy instruction, the trepidations they experience regarding AI integration, and the perceived benefits these tools provide. Framed by a hybrid approach combining the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative research investigates both the practical and pedagogical dimensions of AI use in elementary classrooms. Semi-structured interviews were conducted with ten K-5 public school teachers in Tennessee, recruited through word-of-mouth and snowball sampling. The interview protocol examined the types of AI tools teachers use, how they align with literacy standards and pedagogy, and the barriers that influence adoption. Data were analyzed using thematic analysis, focusing on constructs from TAM (e.g., perceived usefulness, ease of use, and behavioral intention) and TPACK (e.g., technological, pedagogical, and content knowledge). Preliminary findings reveal that teachers perceive AI as a valuable tool for enhancing differentiation and engagement, yet they express concerns about data privacy, equitable access, and their own technological knowledge. Implications for practice include actionable strategies for professional development, policies to address ethical concerns, and recommendations for designing AI tools that support both teacher and student needs. This research contributes to understanding the intersection of technology and pedagogy in elementary literacy instruction, offering insights into how AI can empower educators while addressing systemic challenges.
Enhancing L2 Spanish Sentence-Level Production and Communicative Practice with an AI Chatbot: Students’ Perspective on ChatGPT-Enhanced Learning Activities
Paper Presentation in a Themed Session Pablo Robles Garcia
Recent studies have reported positive roles of generative AI-powered feedback in enhancing L2 English writing (Han & Li, 2024), while little is known regarding L2 Spanish. This study reports on the creation and implementation of two types of ChatGPT-enhanced activities used in a Spanish language course: (1) chat-based role-plays and (2) sentence writing with corrective feedback. In addition to documenting the design and application of these activities, this paper explores students’ overall impressions of using ChatGPT for language learning, as well as their experiences during the course-based activities mentioned above (sentence writing and role-play). Results from 14 student semi-structured interviews reveal that most students found ChatGPT helpful, valuing its convenience, instant feedback, and adaptability for improving conversational skills, vocabulary, and grammar, considering it an excellent supplement and a valuable resource for fostering student agency and self-paced learning. In role-play interactions, students found ChatGPT effective at directing and facilitating quality practice, providing a consistent, non-judgmental environment with accurate feedback and personalized scenarios. However, they noted its lack of emotional depth and spontaneity compared to peer interactions, which foster richer conversations and deeper connections. Finally, the corrective feedback provided was clear, organized, and tailored to their needs. Students appreciated its promptness, which facilitated quick corrections, and noted that structured responses enhanced understanding and encouraged self-reflection. Nevertheless, they raised concerns about occasional failures to identify errors, sometimes flagging correct information as incorrect or providing inaccurate feedback. Examples of the most recurrent errors made by the chatbot are explored and discussed.
Investigating Summer Learning Loses in Reading and Writing Skills: The Slient Impact of Summer Vacation
Paper Presentation in a Themed Session Serife Dilek Belet Boyaci, Berrin Genc Ersoy, Fisun Gungor Yereyikilmaz, Mediha Guner Ozer
Learning loss can be defined as the forgetting of information that students have acquired at school, due to not using this information during periods away from school, and the inability to recall the learned information. The aim of this research is to determine the learning loss about the changes of reading and writing skills of students starting the second grade of primary school after the summer period when they were away from formal education. The research was designed based on the survey model. The research participants are 260 elementary school students who have completed the first grade and were included in the study through appropriate sampling. The research data were collected through the Literacy Assessment Battery (OYAB) and interview forms. Quantitative data were analyzed using SPSS.24, and based on the normal distribution of the data, the "Dependent Samples t-Test" was used from the parametric tests. The data obtained through interviews were analyzed using content analysis. It is thought that the research, which is currently in the writing phase, will contribute to the organization of subsequent learning experiences by identifying learning losses in reading and writing instruction. To prevent losses in reading and writing skills, a holistic approach encompassing the reading and writing process is recommended to support the teaching process within the triangle of teachers, families, and students. Thus, it is suggested to employ personalized artificial intelligence applications in the context of language proficiency to transform the summer vacation period into a time frame where learning and development processes continue.
From First Letters to First Sentences: The Writing Journey of First-Grade Students
Paper Presentation in a Themed Session Berrin Genc Ersoy, Fisun Gungor Yereyikilmaz, Mediha Guner Ozer, Serife Dilek Belet Boyaci
Writing is one of the skills that increases students' academic success and will be used by individuals throughout their lives. Students experiencing writing difficulties can benefit from identifying and supporting them from the beginning of the reading and writing instruction process, which can be crucial for developing their writing skills and academic progress. In this study, we evaluate the writing skill levels and the form-content characteristics of the written products of first-grade primary school students who have acquired basic literacy skills in the process of learning to read and write. The research is a descriptive case study conducted in the survey model. In this context, the written products of 90 students who completed the first grade of primary school and were determined through maximum variation in the research were included in the evaluation scope in terms of content and formal structure. Research data were analyzed using the "Formal Quality Rubric" and the "Content Quality Rubric." As a result of the research, it was observed that there were issues in the formal dimension such as line tracking, spelling accuracy, and readability. In terms of content, in the creation of story sections; difficulties in including all sections of the story, starting and ending the story with an introductory sentence that includes advanced description, word count limitations, etc., have been encountered.
