Exploring the Effectiveness of Artificial Intelligence (AI) on Reading Comprehension among Iranian EFL Learners
Subject Areas : Applied Linguistics
Mahdi Yousefi
1
,
Mohammad Iman Askari
2
1 - Department of English Language, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - گروه زبان انگلیسی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
Keywords: Artificial Intelligence, Chat GPT, EFL learners, Reading Comprehension,
Abstract :
This study aimed to investigate the impact of AI, specifically Chat GPT, on the reading comprehension abilities of Iranian English as a Foreign Language (EFL) learners. Participants (N=54) were selected through a convenience sampling method from two universities in Tehran, Iran. Eligible participants underwent an NPT language proficiency test to ensure homogeneity within the sample. Random assignment was conducted to allocate participants into either the experimental group (exposed to Chat GPT) or the control group (without exposure to Chat GPT). Pretests and posttests were administered to measure the participants' reading comprehension abilities before and after a ten-week intervention period. Data analysis, including independent-samples t-tests and Cohen's d calculations, revealed a significant difference in reading comprehension gain between the experimental and control groups. The experimental group demonstrated a substantial increase in reading comprehension skills, while the control group showed a slight decrease. The effect size, as measured by Cohen's d, was found to be very large (5.33), indicating a significant impact of Chat GPT on EFL learners' reading comprehension abilities. These findings support the conclusion that the use of AI, particularly Chat GPT, positively influenced the reading comprehension levels of EFL learners.
Ackerman, R., & Goldsmith, M. (2017). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 23(1), 1-12.
Aggarwal, A., & Clark, D. (2021). Investigating the impact of AI chatbots on English reading comprehension skills: A systematic review. Educational Technology Research and Development, 69(4), 1891-1917.
Alizadeh, M., & Fardanesh, H. (2019). The effectiveness of chatbots in EFL reading comprehension: A comparative study. International Journal of Emerging Technologies in Learning, 14(10), 204-219.
Alqahtani, M., & Hafiz, F. M. (2022). Investigating the use of AI chatbots for enhancing reading comprehension skills among EFL learners: A mixed-methods study. Journal of Educational Technology Systems, 50(1), 89-113.
Altun, M., & Akbulut, Y. (2020). The impact of chatbot-mediated tutoring on reading comprehension skills of EFL learners. International Journal of Distance Education Technologies, 18(3), 1-16.
Bae, Y., & Kim, Y. (2018). The effects of multimedia annotation tools on reading comprehension and vocabulary acquisition in a second language. Language Learning & Technology, 22(2), 218-236.
Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1-15.
Cho, B. Y., & Shen, D. (2017). A review of multimedia glosses and their effects on L2 vocabulary acquisition. Language Learning & Technology, 21(2), 129-151.
Cholak, E., & Shrestha, P. N. (2021). Effects of AI chatbot on reading comprehension of EFL learners. International Journal of Educational Technology in Higher Education, 18(1), 1-20.
Ciftci, H. (2019). The impact of AI chatbots on reading comprehension skills: A case study with EFL learners. Interactive Learning Environments, 29(1), 1-18.
Cull, S., & Kamil, M. L. (2016). Reading for understanding: Toward an R&D program in reading comprehension. Rand Corporation.
Dalton, B., Proctor, C. P., Uccelli, P., Mo, E., & Snow, C. E. (2018). Using tablets to support vocabulary development in young dual language learners. Early Education and Development, 29(2), 251-267.
Dizon, G., & Solis, R. (2023). The use of chatbots in improving English reading comprehension: A quasi-experimental study. International Journal of Information and Education Technology, 13(3), 219-225.
Duke, N. K., & Bennett-Armistead, V. S. (2017). Reading and technology: Impact on the brain, cognition, and literacy development. In L. B. Gambrell & L. M. Morrow (Eds.), Best practices in literacy instruction (5th ed., pp. 41-55). Guilford Press.
Eom, Y., & Noh, J. (2018). The effect of AI-based chatbot on EFL learners' reading comprehension. International Journal of Emerging Technologies in Learning, 13(8), 212-226.
Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: Recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469-483.
Gu, X., & Park, J. (2017). Effects of mobile devices on English listening comprehension: A meta-analysis. Computer Assisted Language Learning, 30(3-4), 275-294.
Han, J. (2017). Enhancing EFL learners' reading comprehension with a chatbot. In Proceedings of the 2017 2nd International Conference on Education Science and Human Development (pp. 55-59). Atlantis Press.
Hsieh, Y. C., & Wu, W. C. V. (2018). The effects of multimedia application and reading strategies on English reading comprehension. Educational Technology & Society, 21(3), 247-261.
Jia, J., & Zhang, Y. (2019). Exploring the effectiveness of AI-based chatbots on reading comprehension in English as a foreign language. Educational Technology Research and Development, 67(5), 1095-1117.
Johnson, A. (2020). Investigating the effectiveness of AI interventions on reading comprehension among advanced EFL learners. Language Education Research, 25(2), 78-95.
Kim, S. Y., & Gilman, D. A. (2017). The impact of digital technology on reading achievement in disadvantaged students: Evidence from the United States. Journal of Educational Computing Research, 55(8), 1176-1202.
Koehler, M. J., & Mishra, P. (2016). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13-19.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
Lee, J., & Lee, J. (2020). The effects of AI chatbots on reading comprehension and vocabulary learning of EFL learners. Journal of Computers in Education, 7(1), 1-20.
Lee, S. H., & Paranto, S. H. (2017). Effects of e-books on reading comprehension: A meta-analysis. Computers & Education, 115, 18-29.
Lenz, B. K., & Anderson, M. C. (2016). Technology in reading interventions. In K. E. Duff & C. A. Gleason (Eds.), Reading intervention in the primary grades: A common-sense guide to RTI (pp. 143-170). Guilford Press.
Li, D., & Wang, Y. (2019). The impact of chatbot on L2 English reading comprehension: A study of Chinese college students. Journal of Language Teaching and Research, 10(1), 147-154.
Li, K. Y., & Wang, C. Y. (2019). The effects of multimedia annotation strategies on reading comprehension and vocabulary learning. Journal of Computer Assisted Learning, 35(3), 398-410.
Liu, M., & Reed, W. M. (2017). The effects of text-to-speech on FL learners' listening comprehension. CALICO Journal, 34(1), 1-21.
Lu, X. (2012). Using computer technologies to enhance reading and writing in English as a second language (ESL) classrooms. Journal of Education and Learning, 1(2), 167-178.
McTigue, E. M., & Anderson, D. (2019). Using technology to support and enhance reading comprehension instruction. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (2nd ed., pp. 375-399). Guilford Press.
Mohamed, H. E., & Asal, A. M. (2021). The impact of chatbot-mediated learning on EFL learners' reading comprehension and vocabulary acquisition. Journal of Language and Linguistic Studies, 17(2), 577-597.
Mohseni, M., & Bagheri, M. S. (2023). The impact of AI chatbots on reading comprehension and vocabulary development of Iranian EFL learners. International Journal of Emerging Technologies in Learning, 18(6), 4-18.
Rahimi, M., & Yazdani, M. (2022). The impact of AI chatbots on reading comprehension among Iranian EFL learners: A quasi-experimental study. Journal of Language and Translation, 13(2), 45-62.
Reinking, D., & McKenna, M. C. (2015). Digital literacies and new literacies: Perspectives on researching and teaching English language arts. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (4th ed., pp. 463-478). Routledge.
Saeedi, Z., & Zarei, A. (2018). The effect of AI chatbots on reading comprehension and motivation of Iranian EFL learners. International Journal of Emerging Technologies in Learning, 13(5), 138-152.
Sajadi, E. (2020). Investigating the impact of AI chatbots on reading comprehension: A study on Iranian EFL learners. Journal of Educational Technology, 17(3), 1-14.
Smith, J. (2018). The impact of AI technology on reading comprehension in EFL learners. Journal of Language Learning and Technology, 12(3), 45-62.
Wang, X., & Zhang, J. (2016). The effects of AI chatbots on reading comprehension and vocabulary acquisition of Chinese EFL learners. Computer-Assisted Language Learning, 29(3), 477-494.
Zhou, M., & Li, X. (2015). The impact of AI chatbots on reading comprehension and vocabulary learning of EFL learners in China. International Journal of Information and Education Technology, 5(3), 190-193.