Investigating the Impact of ChatGPT on Reading Proficiency in EFL Context
DOI:
https://doi.org/10.46328/ijte.1203Keywords:
Artificial Intelligence, ChatGPT, EFL learners, Reading comprehension, Saudi ArabiaAbstract
Machine and prompt-based Artificial Intelligence (AI) learning has made significant evolution profusely. In education, it has revitalized researchers and educators to scout out subsequent advantages for optimizing learning results. Chiefly, Generative AI has exhibited substantial potential as a tool for language augmentation. This study aims to probe how ChatGPT, a learning model of AI, can be employed as a tool for refining the reading skills of English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia (KSA). The study sample was one hundred and twenty 10th grade learners of public sector schools in KSA. Ahead of experiment, a preliminary test was taken from the sample, and in accordance with their test scores, two groups of 60 students were formed. One group studied by commonly used classroom methods, while the other learned by exploiting ChatGPT in conjunction with their teacher. The intercession span was three weeks, after that, a final test was administered and the scores were compared. Fifty students were also interviewed to share their insights regarding the use of ChatGPT in their learning. The results displayed a vivid increase in the scores of learners who used ChatGPT. The students also expressed overall positive feedback about learning using ChatGPT. This specifies that ChatGPT is an efficacious and impactful AI learning tool for developing reading proficiency in EFL settings.
References
Ali, M.M., Alaa, A.M., Alharbi, W., & AlQurashi, I. (2025). Investigating the impact of ChatGPT on reading proficiency in EFL context. International Journal of Technology in Education (IJTE), 8(4), 1222-1244. https://doi.org/10.46328/ijte.1563
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