The Influence of Artificial Intelligence on Fostering Self-Linguistic Inventiveness Amongst Top-Performing Students in Iraqi Universities
DOI:
https://doi.org/10.31185/lark.4541Keywords:
AI Tech, Top-Preforming Students, Self-Creativity, Self-Linguistic InventivenessAbstract
The present study sought to enhance self-linguistic inventiveness among top-performing students at Iraqi institutions and to ascertain the influence of artificial intelligence technologies on the development of its parameters. An inventory of three aspects of self-linguistic inventiveness was compiled, along with a scale for measuring self-linguistic inventiveness. The study used a quasi-experimental methodology, using a single-group experimental setup. The study group included fifty excellent students in their fourth year at the English Department of Basrah University. The pre- and post-test administration of the scale revealed statistically noteworthy variations between the average scores of students in the research group regarding overall self-linguistic inventiveness and its primary dimensions, favoring the post-test results. The disparity was statistically noteworthy at the 0.01 level, and the impact size of artificial intelligence applications was substantial, with a percentage of 0.95. The research advocated for the implementation of artificial intelligence applications in education, emphasizing the enhancement of learners' linguistic inventiveness across various educational tiers, as well as the utilization of research tools and materials within the educational framework, alongside additional recommendations. The study also offered a series of recommendations based on its findings.
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