Аннотация
This study examined whether AI-supported instruction improves (a) academic achievement and (b) attitudes towards the Kazakh literature course during the “Dramatic and Improvisational Poetic Performance (Aitys)” unit. Using a pretest–posttest quasi-experimental design, 60 juniors studying Kazakh Literature at Abai Kazakh National University in Almaty (2025–2026) were assigned to an experimental group or a control group without random assignment. The experimental group participated in a five-week AI-integrated sequence (plus one assessment week) featuring GPT-based Kazakh-language models, algorithmic dialogue simulation, synthetic voice demonstrations, and computational dramaturgy activities, while the control group received traditional instruction. Outcomes were measured with an achievement test and a 15-item Literature Course Attitude Scale developed by the researcher. Content validity was supported through a table of specifications and expert review, and items were piloted with a parallel cohort to revise borderline discrimination indices before final administration. Normality checks supported parametric testing. Independent-samples t tests compared group means. Pretests showed no significant differences in achievement. Posttests favored the experimental group for achievement and attitude. Findings suggest that AI mediation can deepen understanding of aitys and strengthen engagement with Kazakh heritage. Besides, curricula should include explicit attribution, transparency about AI assistance, and consent-based protocols for voice technologies to address concerns about voice, authorship, and cultural representation.