The Use of Artificial Intelligence-Assisted Post-Reading Presentations in Improving Secondary School Students’ Attitudes Towards Developing Turkish Vocabulary

The aim of this study is to examine whether middle school students’ attitudes toward developing Turkish vocabulary differ according to the tools they preferred during the preparation of post-reading presentations. The study employed a quantitative comparative correlational design. The participants consisted of 56 fifth-grade students attending a public middle school in Burhaniye, Balıkesir, Türkiye. Within the framework of the Türkiye Century Education Model, students presented the books they had read by using artificial intelligence-supported tools, conventional digital tools, or hand-prepared materials, based on their own preferences. No intervention was made in the natural learning environment. After the presentations, the Attitude Scale for Developing Vocabulary in the Turkish Course, developed by Yaşar and Topçuoğlu Ünal (2016), was administered. Descriptive statistics and the independent-samples t-test were used for data analysis. The findings revealed that students who preferred artificial intelligence-supported tools obtained significantly higher attitude scores toward developing Turkish vocabulary than those who preferred conventional digital tools or hand-prepared materials. The calculated effect size (Cohen’s d ≈ 0.59) indicated a medium effect. The results suggest that students’ attitudes toward developing Turkish vocabulary differ significantly according to the tools they preferred during the preparation of post-reading presentations.