نوآوری‌های آموزشی

نوآوری‌های آموزشی

بهبود مهارت نوشتن دانش‌آموزان با کمک هوش مصنوعی: یک مطالعه اقدام پژوهی

نوع مقاله : مقاله پژوهشی

نویسنده
دانشجوی دکتری تکنولوژی آموزشی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت مدرس، تهران، ایران
10.22034/jei.2026.511954.3171
چکیده
پژوهش حاضر با هدف بررسی نقش فناوری هوش مصنوعی در بهبود فرآیند یاددهی و یادگیری مهارت نوشتن در دانش‌آموزان پایه ششم ابتدایی انجام شد. این مطالعه به روش اقدام‌پژوهی و در چارچوب چرخه «برنامه‌ریزی، عمل، مشاهده و تأمل» اجرا گردید. ابتدا داده‌های کیفی از طریق محتوای تولیدات متنی دانش‌آموزان گردآوری و تحلیل شد تا به شناسایی مسئله و طراحی راه‌حل بینجامد. در بخش کمی، داده‌ها از طریق پیش‌ و فاز C جمع‌آوری و با استفاده از تحلیل‌های آماری توصیفی و استنباطی (آزمون t همبسته) تحلیل شدند. دو راهکار اصلی در مداخله آموزشی به‌کار گرفته شد: 1) ارائه بازخورد سه‌مرحله‌ای توسط هوش مصنوعی به تولیدات نوشتاری دانش‌آموزان و 2) استفاده از بازخوردهای تصویری تولیدشده توسط هوش مصنوعی برای تقویت مهارت توصیف تصویر. یافته‌ها نشان داد که مداخله مبتنی بر هوش مصنوعی تأثیر مثبت و معناداری بر بهبود توانایی‌های نوشتاری دانش‌آموزان داشته است. بازخوردهای دقیق و شخصی‌سازی‌شده هوش مصنوعی به دانش‌آموزان کمک کرد نقاط قوت و ضعف نوشته‌های خود را شناسایی و اصلاح کنند. همچنین، تصاویر تولیدشده توسط هوش مصنوعی موجب افزایش جزئی‌نگری و دقت دانش‌آموزان در توصیف تصاویر شد. افزون بر این، نتایج حاصل از مصاحبه نیمه‌ساختاریافته نشان داد دانش‌آموزان تجربه کار با هوش مصنوعی را جذاب و انگیزه‌بخش ارزیابی کردند. با این حال، چالش‌هایی نیز در استفاده از هوش مصنوعی در آموزش مهارت نوشتن شناسایی شد، از جمله عدم توانایی هوش مصنوعی در تحلیل عواطف و نیاز به تسلط معلمان بر فناوری و زمان‌بر بودن فرآیند استفاده از هوش مصنوعی.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Enhancing Students’ Writing Skills through Artificial Intelligence: An Action Research Study

نویسنده English

Samaneh Shafeie
PhD Student in Educational Technology, Department of Education, Faculty of Humanities, Tarbiat Modares University, Tehran
چکیده English

This study aimed to examine the role of artificial intelligence (AI) in improving the teaching and learning of writing skills among sixth-grade elementary students. This study was conducted using the action research method, within the framework of the “planning, acting, observing, and reflecting” cycle. In the planning phase, data were collected and analyzed through content analysis of students’ written productions to gain an in-depth understanding of the problem and to design appropriate solutions. In the quantitative phase, data were gathered using pre- and post-tests and analyzed through descriptive and inferential statistical methods (paired t-test). Within the action research framework, two primary strategies were implemented in the educational intervention: (1) providing AI-generated three-stage feedback on students’ written work, and (2) employing AI-generated images to strengthen students’ descriptive writing skills. The findings revealed that the AI-based intervention had a significant positive effect on improving students’ writing abilities. Personalized and precise feedback from AI enabled students to identify and revise the strengths and weaknesses in their writing. Furthermore, the use of AI-generated images enhanced students’ attention to detail and accuracy in describing images. Additionally, results from semi-structured interviews indicated that students found working with AI engaging and motivating. Nevertheless, challenges were also identified in using AI for teaching writing, including its limited capacity to analyze emotions, the necessity for teachers to master technological tools, and the time-consuming nature of AI-based instruction.

کلیدواژه‌ها English

Artificial Intelligence
Educational Assistant
Writing Skills
Action Research
سمیعی راد، محمدصادق و شهرکی، ابوالفضل. (1402، 20 اسفند). هوش مصنوعی در آموزش با تاکید بر ریاضیات [مقاله ارائه شده در کنفرانس]. کنفرانس بین المللی پژوهش های مدیریت، تعلیم و تربیت در آموزش و پرورش، تهران، ایران.  https://sid.ir/paper/1145672/fa
صبوری، سپهر و حاج ملک، محمدمهدی. (1402، 13 اردیبهشت). استفاده از ظرفیت های هوش مصنوعی در آموزش تلفظ زبان های خارجی [مقاله ارائه شده در کنفرانس]. کنفرانس بین المللی وب پژوهی، تهران، ایران. https://sid.ir/paper/1047241/fa
عباسی، حامد، زارعی زوارکی، اسماعیل و نیلی احمدآبادی، محمدرضا (1402). بررسی کاربرد فناوری نوین متاورس در آموزش و یادگیری: یک مرور نظام‌مند. فناوری آموزش، 18(2)، 310-287. https://doi.org/10.22061/tej.2023.9818.2904
صراف زاده، شقایق و ابوطالب، احسان. (1402). اهمیت اخلاق در استفاده از هوش مصنوعی در آموزش پزشکی. نشریه پژوهش در آموزش علوم پزشکی، 15(2)، 4-1. https://doi.org/10.32592/rmegums.15.2.1
Arrimada, M. (2019). [Review of the book The lifespan development of writing, by C. Bazerman, A. N. Applebee, V. W. Berninger, D. Brandt, S. Graham, J. V. Jeffery, P. K. Matsuda, S. Murphy, D. W. Rowe, & M. Schleppegrell]. Journal of Writing Research, 10(3), 573–581.   https://doi.org/10.17239/jowr-2019.10.03.07
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education 8th edition. Wadsworth Cengage Learning.
Banihashem, S. K., Kerman, N. T., Noroozi, O., Moon, J., & Drachsler, H. (2024). Feedback sources in essay writing: peer-generated or AI-generated feedback?. International Journal of Educational Technology in Higher Education21(1), Article 23. https://doi.org/10.1186/s41239-024-00455-4
Baumann, A. E., Goldman, E. J., Meltzer, A., & Poulin-Dubois, D. (2023). People do not always know best: Preschoolers’ trust in social robots. Journal of Cognition and Development24(4), 535-562. https://doi.org/10.1080/15248372.2023.2178435
Bereiter, C., & Scardamalia, M. (1987). The psychologyof written composition. Lawrence Erlbaum Associates.
Berninger, V. W., & Richards, T. L. (2010). Inter-relationships among behavioral markers, genes, brain, and education in reading and writing. Future of Children, 20(2), 21-38. http://doi/abs/10.2217/fnl.10.22
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Brynjolfsson, E., McAfee, A., (2014). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. Norton.
Crompton, H., Jones, M. V., & Burke, D. (2024). Affordances and challenges of artificial intelligence in K-12 education: A systematic review. Journal of Research on Technology in Education56(3), 248-268. https://doi.org/10.1080/15391523.2022.2121344
Dhara, S., Chatterjee, S., Chaudhuri, R., Goswami, A., & Ghosh, S. K. (2022). Artificial Intelligence in Assessment of Students' Performance. In P. P. Churi, S. Joshi, M. Elhoseny & A. Omrane (Eds.),  Artificial Intelligence in Higher Education (pp. 153-167). CRC Press.
Elaoufy, H. (2023). Bridging the gap between digital native students and digital immigrant professors: reciprocal learning and current challenges. American Journal of Education and Technology2(2), 23-33. https://doi.org/10.54536/ajet.v2i2.1522
Göçen, G. (2019). The effect of creative writing activities on elementary school students’ creative writing achievement, writing attitude and motivation. Journal of Language and Linguistic Studies15(3), 1032-1044. https://www.jlls.org/index.php/jlls/article/view/1387/508
González-Calatayud, V., Prendes-Espinosa, P. and Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Applied Sciences, 11(12), 54-67. https://doi.org/10.3390/app11125467
Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep learning. MIT press.
Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and writing26, 1-15. https://doi.org/10.1007/s11145-012-9395-2
Gubacs-Collins, K. (2007). Implementing a tactical approach through action research. Physical Education and Sport Pedagogy, 12(2), 105-126.  https://doi.org/10.1080/17408980701281987
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research77(1), 81-112. https://doi.org/10.3102/003465430298487
Hillocks Jr, G. (2006). Middle and high school composition. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp. 48-77). Teachers College Press.
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering, 2022, 1-19. https://doi.org/10.1155/2022/5215722
Hossain, M. K., & Al Younus, M. A. (2025). Teachers’ perspectives on integrating ChatGPT into EFL writing instruction. TESOL Communications4(1), 41-60. https://doi.org/10.58304/tc.20250103  
Jonsson, A. (2014). Rubrics as a way of providing transparency in assessment. Assessment & Evaluation in Higher Education39(7), 840-852. https://doi.org/10.1080/02602938.2013.875117
Kiefer, M., Schuler, S., Mayer, C., Trumpp, N. M., Hille, K., & Sachse, S. (2015). Handwriting or Typewriting? The Influence of Pen- or Keyboard-Based Writing Training on Reading and Writing Performance in Preschool Children. Advances in cognitive psychology, 11(4), 136–146. https://doi.org/10.5709/acp-0178-7
 Krajka, J., & Olszak, I. (2024). Artificial intelligence tools in academic writing instruction: Exploring the potential of on-demand AI assistance in the writing process. Roczniki Humanistyczne72(6), 123-140. https://doi.org/10.18290/rh247206.8
Luckin, R. (2018). Machine Learning and Human Intelligence: The future of education for the 21st century. UCL IOE Press.
Maier, U., & Klotz, C. (2022). Personalized feedback in digital learning environments: Classification framework and literature review. Computers and Education: Artificial Intelligence, 3, 1-13. https://doi.org/10.1016/j.caeai.2022.100080
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education10(2), Article 2236469. https://doi.org/10.1080/2331186X.2023.2236469
Raimes, A. (1983). Techniques in teaching writing. Oxford University Press.
Rosdiana, S., Noercolies, M. A., & Fauzan, M. H. (2024). The use of artificial intelligence in teaching writing skills. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran9(1), 45-56. https://doi.org/10.21462/educasia.v9i1.251
Russell, S. J., & Norvig, P. (2016). Artificial intelligence: a modern approach. Pearson.
Salman, H., Imran, A., Niazi, S., Rahat, A., Arif, A., & Anjum, S. (2024). Artificial Intelligence In Higher Education: Strategies For Fostering Creativity In Writing Instruction. Migration Letters21(8), 1089-1097. https://migrationletters.com/index.php/ml/article/view/9540
Saracho, O. N. (2013). Writing research articles for publication in early childhood education. Early Childhood Education Journal41(1), 45-54. https://doi.org/10.1007/s10643-012-0564-3  
Shute, V. J. (2008). Focus on formative feedback. Review of educational research78(1), 153-189. https://doi.org/10.3102/0034654307313795
Sternglass, M. S. (2017). Time to know them: A longitudinal study of writing and learning at the college level. Routledge.
Tran, T. T. (2025). The Differential Impact of AI Tools Among EFL University Learners: A Process Writing Approach. International Journal of Learning, Teaching and Educational Research24(5), 452-471. https://doi.org/10.26803/ijlter.24.5.24
Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education70, 12-23. https://doi.org/10.1016/j.tate.2017.11.005
Williyan, A., Fitriati, S. W., Pratama, H., & Sakhiyya, Z. (2024). AI as Co-Creator: Exploring Indonesian EFL Teachers' Collaboration with AI in Content Development. Teaching English with Technology24(2), 5-21. https://www.ceeol.com/search/article-detail?id=1265080
Xu, W., Meng, J., Raja, S. K. S., Priya, M. P., & Kiruthiga Devi, M. (2023). Artificial intelligence in constructing personalized and accurate feedback systems for students. International Journal of Modeling, Simulation, and Scientific Computing, 14(01), Article 2341001.  https://doi.org/10.1142/S1793962323410015
Younus Jasim, M., Hakim Musa, Z., Abood Asim, Z., & Rawdhan Salman, A. (2024). Developing EFL Writing with AI: Balancing Benefits and Challenges. Technology Assisted Language Education2(2), 80-93. https://journals.razi.ac.ir/article_3230.html
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators?. International Journal of Educational Technology in Higher Education16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Zhang, Y. (2025). Practical Research on Empowering Chinese Writ-ing Teaching in Senior Primary Schools with Arti-ficial Intelligence. The Educational Review, USA9(6), 573-577.  https://doi.org/10.26855/er.2025.06.002
Zhu, J., & Duan, C. (2025). Pan-indexicality and prompt: developing a teaching model for AI-mediated academic writing. Language and Semiotic Studies11(2), 286-304. https://www.degruyterbrill.com/document/doi/10.1515/lass-2025-0008/html

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 02 خرداد 1405

  • تاریخ دریافت 21 اسفند 1403
  • تاریخ بازنگری 25 مهر 1404
  • تاریخ پذیرش 02 خرداد 1405