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Abstract
Over the recent decade, the technological era has added many significant changes to the language classrooms all around the world to be utilized by students to boost language learning processes. In other words, it is possible to note down that the increase in the usage of technological tools has snowballed. Owing to this reason, this study aims to create an AI generated storytelling book to provide an extra curricular material for elementary level primary school students considering their pedagogical needs. To serve for this purpose, an AI generated digital storybook was created as a supplementary material to the current curriculum applied in Türkiye by Ministry of National Education. This paper deals with the effect of the AI generated storytelling book in the form of multimedia to provide visual and audio input on the learners’ grammar achievement. In other words, such a tool taught grammar in context. An experimental research design has been used to conduct the study with 56 participants who study A1 level English classes at a language course in Mersin/ Türkiye. After the quantitative study conducted, it is obvious that there is a statistically significant difference (p < .001) between the groups that studied grammar traditionally and that studied grammar via AI generated storytelling books. According to the results, it is possible to claim that AI generated books provide insights into a novel way of teaching grammar inductively.
