Using a Task-Based Learning Approach Supported by Generative AI Applications to Develop Sixth-Grade Pupils' Narrative Writing Skills

This research aimed to use the task-based learning approach supported by the generative artificial intelligence applications Gemini and ChatGPT in developing the narrative writing skills of sixth-grade Pupils'. The study employed an experimental methodology based on a quasi-experimental design with two groups: an experimental group and a control group. Each group consisted of 31 Pupils' from Abu Qurqas New Primary School, affiliated with the Abu Qurqas Educational Administration in Minia Governorate, during the first semester of the 2024/2025 academic year. The study focused on three domains of narrative writing: composing a daily journal, writing a response letter to readers’ problems, and crafting a dialogue. The assessment tool was a narrative writing skills test administered as a pre-test to ensure equivalence between the two groups regarding the measured variable. Following this, the experimental group studied using the specified approach, while the control group received traditional instruction. The post-test was administered to both groups to evaluate the effect of this approach on developing narrative writing skills. The results revealed a statistically significant difference at the 0.01 level between the mean scores of the two groups in the post-test for overall narrative writing skills, as well as in the three subdomains and individual skills, in favor of the experimental group. Furthermore, the effect size of the independent variable on the dependent variable was found to be significant, indicating the approach's effectiveness in enhancing this type of writing among the experimental group Pupils'.