A Study on Using ChatGPT to Help Students With Dyslexia Learn Chinese and English Writing

Abstract

Purpose: This study investigates the impact of large language models (LLMs), for example, ChatGPT, in inclusive education. Design/Approach/Methods: We develop a ChatGPT-assisted writing system, namely CHATTING, to support students with dyslexia in learning to write. Then, we investigate the impact of CHATTING on students’ writing performance (vocabulary size) and their engagement in learning. The study involved 101 students who were divided into an experimental group (learn with CHATTING) and a control group (learn in traditional classes). The effectiveness of CHATTING in assisting students’ learning is evaluated by measuring students’ learning engagement with open-ended interviews. Findings: The results indicate that, with the assistance of CHATTING, students with dyslexia demonstrate positive improvement in behavioral, emotional engagement, and intrinsic motivation, but a minor improvement in cognitive engagement. The study also discusses several opportunities, challenges, and insights for utilizing ChatGPT-assisted learning to enhance students’ learning motivation and provide personalized support for students with dyslexia. Originality/Value: This work contributes to inclusive education by developing and evaluating the effectiveness of CHATTING, a ChatGPT-assisted writing system specifically designed for students with dyslexia. The limitations of using generative models in supporting students’ learning in writing are also highlighted.