The modern world is saturated with a variety of information, so the ability to analyze texts plays an important role in developing critical and analytical thinking, along with the formation of students’ literary literacy. These skills not only help to understand the hidden meaning in the text but also develop and promote the development of meaningful interpretation of data from various sources and make decisions in life situations. According to Amy Kirchhoff (2023), text analysis is a great means of making decisions in diverse spheres. Besides, it is a must-have tool in the modern world as it allows to process a huge amount of data interpretation in something new and unique. Having started analyzing the text, students faced the inability to identify the hidden meaning of the text, ignorance of literary techniques, and difficulty identifying key features of the text. As a result, students used the GPT chat to complete tasks, which led to decreased results during the completion of summative assessments for the unit and term.

After analyzing students’ results and conducting a survey among 7th-grade students about the difficulties of text analysis, we organized a group within the framework of horizontal planning focusing on the development of analytical abilities. To develop high-level skills, we selected fiction excerpts to study in Russian and English lessons. The usage of active learning methods and artificial intelligence generates interest among students and makes it possible to control and direct work with AI. However, since there are students of different levels in the classroom, we had to use differentiated tasks to effectively achieve the learning objectives.

In the first lesson, students were engaged in the process of group work to work out an algorithm for analyzing text and characters following criteria. Then, they were offered to work with GPT chat, which surprised them greatly. Each group had its task, which could not be mindlessly copied. The tasks were differentiated work. One group wrote a text analysis based on the model of GPT chat with the criteria and tasks formulated by teachers. The second group replaced relevant quotes, and expressed opinions, and used evaluative vocabulary, methods of attracting attention, as well as visual and expressive means. In short, to improve the analysis proposed by GPT chat. The third group formulated the task and criteria for AI since the teacher offered only an excerpt of the text.

Teachers noted a high work rate, all student engagement, and peer assessment contributed to the improvement of the lesson outcome; the results of summative assessments were not less than 72% which is considerably higher than the results of the previous term. Students found such work interesting, fascinating, useful, and fast. Working in pairs made it possible to learn from each other and to use GPT chat more effectively. There was an increased interest in reading and creating book trailers including analyzed information from the lessons. This way of teaching is beneficial for both students and teachers. 

This study used mixed methods to study the impact of differentiated tasks using ChatGPT features on the analytical skills of 7th-grade students in the context of literary text analysis. The methodology included quantitative and qualitative components, allowing for more reliable data. This study involved 24 7th-grade students who were divided into three groups A, B, and C. Participants were divided into groups after analyzing their summative written assessments so that students would have equal opportunities to develop analytical and language skills. The study was conducted during the school year and consisted of three main stages: assessing the quality of students' work, conducting research, implementing differentiated tasks using ChatGPT, and evaluating the results based on the results of writing summative assessments for a quarter. Before conducting the study, the students' summative assessments for the unit were analyzed. Only writing was analyzed as the focus of the study was on the development of analytical skills after reading fiction stories in Russian and English. Students were asked to analyze a short story and identify key literary elements, themes, and character motifs. At the implementation stage, differentiated tasks were developed by using ChatGPT features. The assignments were designed to meet different needs and language proficiency levels, with varying levels of difficulty and completion criteria. Using ChatGPT, students received individual tips, feedback, and recommendations for developing literary analysis skills. After the study, the students' summative assessments were evaluated to track the impact of differentiated assignments on their analytical skills. This assessment included a subsequent literary analysis, as well as surveys and interviews to collect qualitative feedback on how students perceived the event.

The results of this study provide valuable information about the effectiveness of differentiated tasks using ChatGPT features for developing the analytical skills of 7th-grade students in analyzing fiction texts. The analysis of the data revealed the progress across groups and subjects. Comparing the results of Group A, Group B, and Group C in SAT1 and SAT4 assessments, Group B demonstrated consistently high performance in English and Russian. Group A showed moderate improvement between SAT1 and SAT4, while Group C experienced a decline in the number of students by the end of the year. Both English and Russian showed steady improvement over time, with English achieving a notable increase, particularly in Term 4, where it surpassed 74%. Russian scores also improved consistently up to 72%. The results show that performing differentiated tasks based on student's individual needs and preferences positively impacts the development of their analytical abilities. Using the ChatGPT features, students had a personalized learning experience by receiving targeted prompts, feedback, and recommendations that improved their comprehension of fiction texts. This individualized approach fostered greater student autonomy and self-efficacy, allowing students to take ownership of their learning. The tasks offered in the study promoted active engagement and collaboration, developing students’ critical thinking and abilities to analyze texts and information in general. The study contributed to a significant improvement in students' analytical skills, as evidenced by higher scores on the post-study assessment compared to the initial scores. Students demonstrated a deeper understanding of literary elements, themes, and character motivations, demonstrating their ability to critically analyze and interpret literary texts appropriate to their age group. The integration of ChatGPT proved to be a valuable tool for improving student experience and learning outcomes.

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