The Efficacy of Dialogic AI-Based Products as Personal Tutors in Enhancing Student Learning Outcomes

Abstract

The purpose of this study is to determine the advantages of artificial intelligence as personalized learning tools for students. The study utilized analytical and observational methods, the RAISE methodology, as well as analysis of variance and Student’s t-test to determine the difference in perspectives between students and educators. Learning English was based on a combination of tools aimed at cultivating writing proficiency (Claude AI). Further, the enhancement of English competencies was achieved using the Write & Improve application. Conversational skills were developed using the Speak AI and Duolingo Max applications. It was determined that the value of these tools lies in the capacity for personalized learning (Y_ijk=4.357). Notably, the perspectives of students (Claude AI: 30%) and educators (Speak AI: 31%) divided in terms of the learning technologies’ effectiveness, which is associated with improving the practical lessons. In the experimental group, the introduction of technology tion of English language learning considerably influenced the cultivation of the students’ ability to analytical thinking (98%), which contributed to enhancing their writing and speaking skills. The lack of machine intelligence competencies enabled the students to improve short-term memory (83%), yet exerted a less profound impact on cultivating their communicative competencies. For the universities, the implementation of such technologies has practical significance, in particular for ensuring continuity in mastering the English language.