“Didactic Strategies Based on ChatGPT to Improve the Reading Skills of A2.2 Level Students”
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Date
2025-08
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Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC)
Abstract
Artificial intelligence is transforming educational contexts, providing innovative tools for language learning and instructional design. The objective was to analyze the effectiveness of using ChatGPT to improve the reading skills of A2.2 level students in the English Major of the National and Foreign Language Pedagogy program at the Technical University of Cotopaxi. A quantitative descriptive methodology was applied, involving a purposive sample of twelve students. The intervention consisted of five didactic sessions, during which five ChatGPT based strategies scanning, guided reading, vocabulary support, prompt creation, and interactive questioning were implemented to strengthen both literal and inferential reading comprehension. Pre-test and post-test assessments, administered through Google Forms, revealed a notable improvement in students’ reading performance: the average score for literal comprehension rose from 6.5 to 9.83, and inferential comprehension increased from 5.17 to 9.67. These results analyze that ChatGPT fosters autonomous learning, critical thinking, and personalized feedback. The findings underscore the pedagogical value of integrating AI into language education, highlighting improvements in student motivation, engagement, and digital literacy key components for developing more effective and learner-centered teaching practices.
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Keywords
CHATGPT, READING, STRATEGIES, ARTIFICIAL INTELLIGENCE
Citation
Chango Garcia, Amira Paola y Lugmania Borja, Kristin Dayane (2025); “Didactic Strategies Based on ChatGPT to Improve the Reading Skills of A2.2 Level Students”. UTC. Pujilí. 53 p.