Exploring EFL Learners' Perspectives on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study

Abstract

This study explored the impacts of artificial intelligence (AI) tools on English as a foreign language (EFL) reading instruction. The main aim was to examine EFL learners' perceptions of using AI tools in their EFL reading classes and explore how those tools could impact their learning. The study tried to answer those questions: What were EFL learners' perceptions of AI tools in reading instruction? And, how could AI tools impact EFL learners' reading skills? To achieve the objectives, an online survey was used to investigate EFL learners' perspectives on using AI tools and their effects in instructing reading. The findings indicated that learners had positive perceptions of using AI tools in their learning because they helped improve their reading skills and increased their confidence and motivation in reading. In addition, using AI tools for instructing reading enhanced EFL learners' skills because they provided supportive and adaptive learning tailored to their needs. However, concerns were raised regarding long-term impacts and optimal integration models. The findings suggested AI showed promise for supporting reading instruction when combined judiciously with traditional methods. The study recommended EFL instructors consider the strategic blending of AI tools in the classroom to enhance reading proficiency and motivation.

Keywords: Artificial intelligence, English as a foreign language, reading instruction, large language models, exploratory study