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All Journal JEES (Journal of English Educators Society) Martabe : Jurnal Pengabdian Kepada Masyarakat Discovery : Jurnal Ilmu Pengetahuan SALEE: Study of Applied Linguistics and English Education TEFLICS ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat
Herwiana, Sakhi
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : teflics

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AI in Reading Comprehension Learning: Literature Review on Roles and Challenges of Artificial Intelligence Hidayati, Arini; Maulida Shofia, Hana; Izhara, Mutiara Dewi; Daristin, Pipit Ertika; Herwiana, Sakhi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11816

Abstract

The rapid advancement of digital technology has transformed language learning, particularly reading comprehension, with Artificial Intelligence (AI) emerging as a promising tool that enhances learning through adaptive support, instant feedback, and personalized instruction. This study investigates the roles and challenges of AI in reading comprehension learning through a literature review. The increasing use of AI-based platforms, such as ChatGPT, Grammarly, QuillBot, and ELSA Speak, highlights the need to evaluate their pedagogical contributions and potential risks. Guided by Sweller’s Cognitive Load Theory and Skinner’s Operant Conditioning framework, this study analyzes findings from national and international academic journals retrieved through Google Scholar. Data were examined using descriptive qualitative content analysis. The results identify four major roles of AI in reading comprehension learning: providing immediate feedback, facilitating personalized learning experiences, offering cognitive scaffolding for complex texts, and increasing student motivation and engagement. Nevertheless, five significant challenges emerge: learners’ tendency to avoid lengthy reading materials, excessive dependence on AI-generated answers, reduced opportunities for productive cognitive struggle, increased cognitive load when processing complex information, and a growing preference for quick-answer seeking behavior. These findings suggest that AI can serve as an effective instructional support tool when integrated thoughtfully into reading instruction. However, its implementation should be accompanied by active teacher guidance to prevent overreliance and to encourage critical thinking. The study advocates a hybrid instructional approach in which AI functions as a scaffold that complements, rather than replaces, learners’ cognitive processes, thereby promoting deeper and more sustainable reading comprehension development.
The Roles and Impacts of Using AI for Critical Reading: A Literature Review Fathma, Hilya Camelia; Azza, Fina Adila; R, Mafazati Addina; Herwiana, Sakhi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11883

Abstract

Article history: Accepted: 28 May 2026 Approved: 23 June 2026 The rapid integration of artificial intelligence (AI) tools in higher education has generated a paradox. While AI enhances accessibility and supports critical reading, it simultaneously risks fostering cognitive dependency that may erode students’ independent analytical skills. This literature review aims to identify the roles of AI for critical reading practices and the negative effects of overreliance on AI on critical reading skills. Using thematic synthesis based on qualitative content analysis, this study reviewed national and international publications from 2016 to 2026 sourced from Google Scholar, Scopus, and DOAJ. Findings reveal that AI functions as an accessibility enhancer, scaffolding tool, metacognitive catalyst, and self-regulated learning facilitator when integrated within structured pedagogical frameworks. However, excessive AI dependency is associated with cognitive offloading, epistemological passivity, atrophy of deep reading skills, and threats to academic integrity. Moderating variables, including prior reading habits, pedagogical context, and quality of AI interaction, shape the degree of risk. This review contributes a nuanced, evidence-based understanding of the AI–critical reading relationship, reframing AI as a conditional epistemological partner rather than an inherent threat or unconditional aid. Practical implications for instructional design and literacy policy in Indonesian higher education are discussed.
Co-Authors Agustina, Ria Kamilah AHMAD MUNIR Azza, Fina Adila Citra Suryanovika, Citra Fathma, Hilya Camelia Hidayati, Arini Indrawan, Fani Izhara, Mutiara Dewi Laili, Elisa Nurul Lulud Oktaviani Maskhurin Fajarina, Maskhurin Maulida Shofia, Hana Ma’rifatulloh, Sayid Mukminatus Zuhriyah, Mukminatus Novitasari, Nine Febrie Pipit Ertika Daristin R, Mafazati Addina Sheila Agustina Shiddiq, Salma Mu'min Tasaufi, Bila Nastiti