<![CDATA[The rise of artificial intelligence (AI) has impacted English language training, particularly in vocabulary development and reading instruction. This study investigates how EFL students utilize AI-assisted reading to improve their vocabulary in a Reading for General Purposes course. Ten pupils were purposefully chosen from a single class using a qualitative descriptive method. Students' experiences using AI to comprehend English reading materials were gathered through written interviews via a Google Form with 8 open-ended questions. Braun and Clarke's framework, comprising data familiarization, coding, and theme generation, was used to analyze the data thematically. Six major themes emerged from the findings: AI as a reading comprehension aid; AI's role in developing contextual vocabulary; useful AI features for reading instruction; modifications to students' reading experiences and learning strategies; difficulties and constraints of AI use; and students' affective reactions and attitudes toward AI integration. Overall, the findings show that students' vocabulary, reading comprehension, and confidence are all enhanced by AI-assisted reading. To avoid over-reliance, the study also emphasizes the value of digital literacy and the lecturer's responsibility in directing AI use. To achieve more critical and effective technology-integrated reading instruction in EFL contexts, these findings offer pedagogical insights.]]>
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