Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
riyan, Nasmah Riyani
Unknown Affiliation
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
The Effectiveness of AI-Assisted Reading Tools on EFL Students’ Reading Comprehension and Engagement riyan, Nasmah Riyani
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8715

Abstract

This study investigates the effectiveness of a ChatGPT-based Reading Assistant in enhancing EFL students’ reading comprehension and learning engagement. Employing a quasi-experimental design, the study involved two groups of third-semester undergraduate students during the 2024/2025 academic year. Over a six-week instructional period, the experimental group received reading instruction supported by the ChatGPT Reading Assistant, while the control group followed conventional reading practices. Data were collected using a standardized reading comprehension test and an engagement questionnaire. An independent samples t-test revealed no statistically significant difference between the groups’ pretest scores (p > .05), indicating comparable initial proficiency. Post-intervention analysis showed that the experimental group outperformed the control group in reading comprehension, with a statistically significant difference (p < .05). Engagement levels were also significantly higher in the experimental group compared to the control group (p < .05). These findings suggest that AI-assisted reading tools can effectively support EFL reading instruction by improving comprehension outcomes and fostering greater student engagement. Further research is recommended to investigate long-term instructional impacts and to explore learners’ qualitative experiences with AI-supported reading activities.
Co-Authors