Improving Primary School Students' Oral Reading Fluency Through Voice Chatbot-Based AI

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-03-12 DOI:10.1111/jcal.70019

Mohamed Ali Nagy Elmaadaway, Mohamed Elsayed El-Naggar, Mohamed Radwan Ibrahim Abouhashesh

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引用次数: 0

Abstract

Background

Artificial intelligence (AI) made substantial progress with language recognition. Proficiency in spoken English reading is a prerequisite for fluency in written English. However, research on its use, especially for non-native speakers, is lacking despite increased usage.

Objectives

This study aimed to enhance the oral reading fluency abilities of fourth graders using the AI voice chatbot ‘Alexa’, the purpose being to examine the effects of Alexa on fourth graders' oral reading fluency skills.

Methods

Ninety students were evenly divided into experimental and control groups. We developed, reviewed and administered pre- and post-tests and interviews.

Results and Conclusion

Students' reading comprehension and oral reading fluency are enhanced when they use Alexa in the classroom. Many students turn to Alexa to help them with reading and English grammar. This study offers suggestions for future research.

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope