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IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Published by Institut Agama Islam Negeri Palopo
ISSN : 23384778     EISSN : 23384778     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
IDEAS Journal is published twice a year in the months of June and December (P-ISSN 2338-4778 and E-ISSN 2548-4192); it presents articles on English language teaching and learning, linguistics, and literature. The contents include analyses, studies and application of theories, research report, material development, and reviews.
Arjuna Subject : -
Articles 2,171 Documents
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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.

Page 218 of 218 | Total Record : 2171

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