The impact of applying the communicative language teaching (CLT) approach, supported by ChatGPT-generated texts and resources, to enhance reading skills among sixth graders at Santa Rosa Elementary School, Montes de Oro, Puntarenas, during the first period of 2025
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Date
2025
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Universidad Hispanoamericana
Abstract
This research project aimed to determine the impact of applying the Communicative Language Teaching (CLT) approach, supported by AI-generated texts using ChatGPT, on enhancing the reading comprehension skills of sixth-grade students at Santa Rosa Elementary School, Montes de Oro, Puntarenas, during the first period of 2025. A mixed-methods approach was used, combining both quantitative and qualitative data collection tools. The study was conducted with a group of 20 students over a period of four weeks. During the intervention, students were exposed to customized reading materials generated through AI and engaged in interactive reading comprehension activities based on the CLT approach. Two reading comprehension instruments were administered weekly to assess progress, alongside teacher observations and student feedback. The results indicated a modest improvement in reading comprehension scores, while a significant increase in student motivation and engagement was observed. The findings suggest that the integration of AI-generated texts and communicative activities can enhance learner interest and interaction, although long-term implementation and structured reading strategies may be necessary to achieve substantial academic progress.
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Keywords
CHATGPT-GENERATED TEXTS, MOTIVATION, STUDENT ENGAGEMENT, ARTIFICIAL INTELLIGENCE, PERSONALIZED MATERIALS, MIXED-METHOD RESEARCH