<![CDATA[This study examined changes in EFL students’ reading comprehension performance following the implementation of AI-based flashcards in an Indonesian higher education context. A quantitative approach using a pre-experimental one-group pre-test–post-test design was employed with 20 third-semester students in an English Education Study Program at Universitas Muhammadiyah Mataram. Data were collected through a reading comprehension test assessing five dimensions: identifying main ideas, locating specific information, understanding vocabulary in context, making inferences, and interpreting texts. The intervention comprised three instructional sessions using AI-based flashcards that provided repeated exposure, vocabulary retrieval, review, and contextualized practice with English learning materials. Descriptive statistics were used to examine changes in performance, while the Wilcoxon signed-rank test was conducted to determine differences between pre-test and post-test scores. The results showed an increase in the mean score from 67.85 to 88.30, representing an improvement of 20.45 points. The Wilcoxon test indicated a statistically significant difference between pre-test and post-test scores (Z = −3.825, p < .001), with a large effect size (r = .86). These findings suggest that AI-based flashcards have potential as a supplementary instructional medium for supporting EFL students’ reading comprehension. However, the improvement cannot be interpreted as definitive evidence of a causal effect because of the one-group design, small sample, and absence of a control group. Further research should employ larger samples, comparison or control groups, and more rigorous experimental designs to provide stronger evidence of the effectiveness of AI-based flashcards for EFL reading comprehension.]]>
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