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Society and innovations
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Leveraging AI for improved reading comprehension in EFL
learning
Maftuna RUZIEVA
1
Navoi State University
ARTICLE INFO
ABSTRACT
Article history:
Received December 2024
Received in revised form
15 December 2024
Accepted 20 January 2025
Available online
15 February 2025
In the age of technological innovation, artificial intelligence
(AI) is revolutionizing English as a Foreign Language (EFL)
instruction, particularly in reading comprehension. This study
investigates the impact of AI tools on reading instruction and
explores the perceptions of Uzbek EFL learners regarding these
technologies. Conducted at Navoiy State University, the study
involved 60 learners and two instructors. Using pre- and post-
tests, questionnaires, interviews, and classroom observations,
the research revealed significant improvements in reading
accuracy (17.3%), vocabulary retention (30%), comprehension
scores (25%), critical thinking (30.9%), and learner confidence
(24%). Learners reported positive attitudes toward AI tools,
appreciating their personalized guidance, engagement, and
instant feedback. However, challenges such as the need for
digital literacy training and contextual adaptation were noted.
The findings underscore the transformative potential of AI in
fostering linguistic proficiency and higher-order cognitive skills,
advocating for its integration into EFL curricula to create
effective, engaging, and individualized learning experiences.
2181-
1415/©
2025 in Science LLC.
https://doi.org/10.47689/2181-1415-vol6-iss1/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
Artificial Intelligence (AI),
English as a Foreign
Language (EFL),
reading comprehension,
personalized learning,
critical thinking,
digital literacy,
AI-driven instruction,
language learning
technologies.
Ingliz tilini chet tili sifatida o‘rgatishda matnni tushunishni
yaxshilash uchun sun’iy intellektdan foydalanish
ANNOTATSIYA
Kalit so‘zlar
:
Sun’iy intellekt (SI),
ingliz tilini chet tili sifatida
o‘rgatish (EFL),
matnni tushunish,
Texnologik taraqqiyot davrida sun’iy intellekt (SI) ta’lim
sohasida, xususan, ingliz tilini chet tili sifatida o‘rgatishda
(EFL) yangi imkoniyatlar yaratmoqda. Ushbu maqolada
SI vositalarining EFL o‘qish ko‘nikmalarini rivojlantirishdagi
1
Doctorate Student, Navoi State University.
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233
shaxsga moslashtirilgan
ta’lim,
tanqidiy fikrlash,
raqamli savodxonlik,
SI yordamida ta’lim,
til ta’limi texnologiyalari.
ta’sirini
va
O‘zbekistonlik
o‘quvchilarning
ushbu
texnologiyalarga bo‘lgan munosabatlarini yoritilgan. Tadqiqot
Navoiy davlat universitetida o‘tkazilib, unda 60 nafar o‘quvchi
va 2 nafar o‘qituvchi ishtirok etdi. Testlar, so‘rovnomalar,
intervyular va kuzatuvlar yordamida
o‘quvchilar o‘rtasida
quyidagi ko‘rsatkichlarda sezilarli ijobiy o’zgarishlar qayd etildi:
o‘qish ravonligi (17,3%), so‘z boyligi(30%), matnni tushunish
darajasi (25%), tanqidiy fikrlash (30,9%) va o‘ziga ishonch
(24%). O‘quvchilar SI vositalarining indiv
iduallashgan
tavsiyalari, tezkor
javob va o‘quv jarayonini qiziqarli qilish kabi
tomonlarni yuqori baholashdi. Shu bilan birga, raqamli
savodxonlik va texnologiyalarni mahalliy sharoitlarga
moslashtirish zaruriyati aniqlangan. Ushbu tadqiqot natijalari
SI
texnologiyalarining EFL ta’limiga integratsiya qilinishini,
samarali va individual yondashuvni ta’minlash maqsadida
muhimligini ko‘rsatadi.
Использование
искусственного
интеллекта
для
повышения уровня понимания текста в обучении
английскому языку как иностранному
АННОТАЦИЯ
Ключевые слова:
Искусственный интеллект
(ИИ),
английский как
иностранный (EFL),
понимание текста,
персонализированное
обучение,
критическое мышление,
цифровая грамотность,
обучение с
использованием ИИ,
технологии изучения
языков.
В эпоху технологических инноваций искусственный
интеллект
(ИИ)
революционизирует
преподавание
английского языка как иностранного (EFL), особенно в
области понимания текста. Данное исследование изучает
влияние ИИ
-
инструментов на обучение чтению и
анализирует восприятие этих технологий узбекскими
учащимися, изучающими английский язык. Исследование
было
проведено
в
Навоийском
государственном
университете и включало участие 60 учащихся и двух
преподавателей. С использованием пред
-
и пост
-
тестов,
анкетирования, интервью и наблюдений за занятиями были
выявлены значительные улучшения в точности чтения
(17,3%), запоминании словарного запаса (30%), уровне
понимания текста (25%), критическом мышлении (30,9%) и
уверенности
учащихся
(24%).
Учащиеся
выразили
положительное отношение к ИИ
-
инструментам, высоко
оценив
их
персонализированные
рекомендации,
вовлеченность и мгновенную обратную связь. Однако были
отмечены такие проблемы, как необходимость обучения
цифровой грамотности и адаптации технологий к контексту.
Результаты подчеркивают трансформационный потенциал
ИИ в развитии языковой компетенции и навыков высшего
порядка, призывая к интеграции ИИ в учебные программы
EFL для создания более эффективного, увлекательного и
индивидуализированного образовательного опыта.
Жамият
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234
INTRODUCTION
In an age where technological advancements are reshaping every facet of society,
artificial intelligence (AI) has become a powerful force in education, challenging
traditional methods and paving the way for innovative teaching practices. With tools like
ChatGPT and other AI-powered systems, English as a Foreign Language (EFL) instruction
is entering a transformative phase. These technologies promise personalized, adaptive,
and interactive learning experiences, capable of tailoring instruction to meet individual
needs while providing instant feedback and insights (Koraishi, 2023). As AI continues to
permeate various domains, its integration into classrooms is no longer a luxury but a
necessity, particularly for enhancing critical language skills such as reading
comprehension.
Globally, AI’s role in education has been extensively explored, yet in Uzbekistan, its
application in EFL learning remains a relatively untapped area of study. Historically
rooted in traditional pedagogical methods, Uzbekistan’s education
system is now
transitioning towards modern, technology-driven approaches, spurred by increasing
digitalization and global connectivity. However, there is a lack of empirical research
investigating how AI technologies can be effectively integrated into EFL instruction
within this context. Specifically, the potential of AI to revolutionize reading instruction
–
a skill critical for language acquisition and academic success
–
has yet to be fully realized
in the Uzbek educational landscape.
Reading is a cornerstone of language learning, requiring both cognitive
engagement and linguistic proficiency. AI tools offer unique opportunities to personalize
reading instruction, scaffold learners’ comprehension, and address individual challenges
through real-time adaptive feedback. While these capabilities are well-documented in
global research, understanding how Uzbek EFL learners perceive and experience AI tools
in their local context is essential for crafting effective, culturally relevant solutions.
Addressing this gap is particularly important as Uzbekistan seeks to align its educational
standards with international best practices, leveraging technology to enhance learning
outcomes.
This study aims to investigate the impact of AI tools on EFL reading instruction and
to explore Uzbek learners’ perceptions of these technologies. By focusing on the interplay
between AI and reading skills, the research seeks to contribute to the emerging div of
literature on AI integration in education, particularly within the context of Uzbekistan.
The findings have the potential to inform educators, policymakers, and curriculum
developers on how to design engaging, effective, and technologically advanced EFL
reading programs tailored to the unique needs of Uzbek learners.
LITERATURE REVIEW
The integration of artificial intelligence (AI) into English as a Foreign Language
(EFL) instruction has become a focal point of educational research, particularly in
enhancing reading comprehension skills. A growing div of literature highlights the
transformative potential of AI in personalized learning, adaptive feedback, and
innovative instructional strategies tailored to meet the needs of diverse learners. This
section reviews recent studies that underscore the application of AI in EFL reading
inst
ruction, focusing on its effectiveness, learners’ perceptions, and implications for
pedagogical practices.
Жамият
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235
1. The Impact of AI on EFL Reading Skills.
AI-based tools have demonstrated
significant potential in improving reading skills among EFL learners. Alshriedeh (2021)
examined the impact of AI programs on EFL students’ reading skills, finding that
AI-enhanced tools effectively improved comprehension and independent reading
abilities. Similarly, Khan and Mutawa (2021) explored how an AI-based personalized
reading platform benefited Arab EFL learners, emphasizing improvements in vocabulary
acquisition and reading fluency. Their study highlights the role of AI in offering adaptive
and engaging learning experiences tailored to individual learner needs.
Hidayat (2024) further supported the effectiveness of AI-based platforms in
enhancing EFL reading comprehension. His study focused on personalized reading tools
that adapt content to learners’ proficiency levels, fostering greater engagement and
improved comprehension outcomes. These findings align with Liu, Zou, and Wang
(2020), who demonstrated the effectiveness of an AI-driven platform for Chinese
primary school students, emphasizing its role in developing reading skills through
personalized instruction and real-time feedback.
2.
Learners’ Perceptions of AI Tools in Reading Instruction.
The perceptions of
learners play a crucial role in the successful implementation of AI tools in reading
instruction. Daweli and Mahyoub (2024) conducted an exploratory study on EFL
learners’ perspectives, revealing that students generally found AI tools engaging,
motivating, and beneficial for their reading development. However, the study also
highlighted challenges related to familiarity with AI technologies and the need for proper
training.
Similarly, Liman Kaban
(2021) explored EFL students’ personalized reading
experiences and their influence on engagement. The findings suggested that AI tools
enhance learners’ active participation and foster a sense of autonomy in the learning
process. These studies underscore
the importance of understanding learners’ attitudes
and preferences to ensure the effective integration of AI in EFL classrooms.
3. AI Applications in Reading Comprehension Support.
AI-powered tools offer
diverse applications to support reading comprehension, including natural language
processing (NLP) and intelligent tutoring systems (ITS). Bengoetxea et al. (2020)
introduced LagunTest, an NLP-based application that improves comprehension through
interactive and adaptive exercises. This tool provides immediate feedback, enabling
learners to identify and address comprehension gaps effectively.
Iwata, Yokoyama, and Umemura (2020) developed an AI-based writing feedback
system aimed at enhancing reading comprehension skills. Their findings demonstrated
that the integration of writing and reading tasks fosters deeper cognitive engagement,
leading to improved comprehension outcomes. Similarly, Akiba et al. (2020) introduced
an AI-driven reading comprehension support system for middle school students,
highlighting its success in promoting critical thinking and problem-solving skills.
4. Emerging Frameworks for AI Integration in EFL Reading.
Theoretical
frameworks provide valuable insights into the integration of AI in education. Koedinger
et al. (2012) proposed the Knowledge-Learning-Instruction (KLI) framework, which
emphasizes bridging the gap between theoretical research and practical applications.
This framework supports the development of AI tools that align with learners’ cognitive
processes, ensuring robust and meaningful learning experiences.
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In addition, Koraishi (2023) highlighted the potential of AI-powered systems, such
as ChatGPT, in optimizing EFL materials and assessments. He argued that AI should be
seamlessly embedded into curriculum design, enabling dynamic and personalized
instruction. Similarly, Mondia et al. (2023) introduced AI Comprehend, an adaptive
platform that uses machine learning to enhance reading comprehension. Their research
demonstrated the platform’s effectiveness in fostering engageme
nt and academic
achievement.
5. Cultural Contexts and AI in EFL Instruction.
Cultural and contextual factors
significantly influence the adoption of AI in education. Park (2010) examined the reading
strategies of Korean EFL college students, emphasizing the importance of tailoring
AI tools to address specific cultural and linguistic needs. Alshriedeh’s (2021) research on
Arab learners further reinforced this point, suggesting that culturally relevant content
and localized AI applications enhance learners’
motivation and engagement.
In Uzbekistan, however, research on AI’s role in EFL reading instruction remains
limited. This gap highlights the need for localized studies that examine how AI tools can
be adapted to the unique educational contexts and learner needs in the country.
RESEARCH DESIGN
This study adopts a straightforward research design to investigate the impact of AI
tools on EFL reading instruction and to explore the perceptions of Uzbek learners
regarding these technologies. The research was conducted at Navoiy State University and
involved both learners and instructors as participants.
Participants
•
60 EFL learners from Navoiy State University were selected to represent a range
of proficiency levels (beginner, intermediate, and advanced).
•
2 EFL instructors participated to share their insights on teaching practices and
the use of AI tools in the classroom.
Instruments
1. Pre- and Post-Tests: Reading comprehension tests were administered before
and after the study to measure changes in learners’ reading skills.
2. Questionnaire: Learners completed a questionnaire to express their views on AI
tools, focusing on ease of use, motivation, and effectiveness.
3. Interviews: A small group of 10 learners and the 2 instructors were interviewed
to gain detailed feedback on their experiences.
4. Classroom Observations: The researcher observed AI-enhanced reading sessions
to document learner engagement and the role of AI tools in instruction.
Procedure
1. Initial Assessment: Participants completed a pre-test to assess their reading
abilities.
2. Intervention: Over 8 weeks, learners used AI-assisted reading tools in their
classes. These tools included features like personalized text recommendations, instant
feedback, and vocabulary support.
3. Post-Assessment: At the end of the intervention, learners completed a post-test
to evaluate improvements in reading skills.
4. Data Collection: Quantitative data were gathered from the pre- and post-tests
and questionnaires, while qualitative data were collected from interviews and classroom
observations.
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RESULTS
Table 1
Statements
Agree
Strongly Agree
Not sure
I believe AI tools are beneficial for teaching reading skills.
74,3%
18%
7,7%
AI tools significantly enhance my ability to understand
reading material.
76,9%
23,1%
I receive personalized guidance in reading through the
use of AI tools.
66,6%
30%
3,4%
AI tools assist me in improving both my vocabulary and
grammar knowledge.
69,2%
30,8%
AI tools make the reading process less burdensome and
more enjoyable.
76,9%
12,8%
10,3%
The immediate feedback provided by AI tools helps me
learn more effectively.
61,5%
23,1%
15,4%
Using AI tools independently boosts my confidence in my
reading abilities.
69,2%
15,4%
15,4%
AI tools should be an integral component of EFL reading
instruction.
58,9%
23,2%
17,9%
AI tools help me gain a deeper understanding of the texts
I read.
74,3%
25,7%
-
AI tools improve my reading speed and accuracy.
56,4%
30,8%
12,8%
AI tools have strengthened my ability to learn and study
independently.
69,2%
15,4%
15,4%
The analysis of 39 students’ perceptions regarding AI
-assisted reading instruction
reveals strongly positive attitudes toward the integration of AI tools in English as a
Foreign Language (EFL) learning. A significant majority of students believe that AI tools
enhance reading comprehension (76.9%), provide personalized guidance (66.6%), and
improve vocabulary and grammar knowledge (69.2%).
Additionally, AI tools are perceived as engaging and effective, with 76.9% agreeing
that they make the reading process more enjoyable and less burdensome. However,
10.3% of students remained uncertain about this aspect, indicating that AI’s role in
reading engagement may vary based on individual preferences.
Furthermore, the immediacy of AI feedback is recognized as beneficial for learning,
though 15.4% of students were unsure of its effectiveness. Similarly, while AI tools are
viewed as confidence-boosting (69.2%), 15.4% expressed uncertainty about their role in
fostering independent learning.
Table 2
Assessment Criteria
Pre-AI
intervention
Post-AI intervention
(After 3 months)
Improvement
(%)
1
Reading Accuracy
75
88
17.3
2
Vocabulary retention
60
78
30.0
3
Comprehension Score
68
85
25.0
4
Critical Thinking in Text Analysis
55
72
30.9
5
Confidence Reading
50
62
24.0
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DISCUSSION
The analysis of students’ reading comprehension before and after AI intervention
demonstrates notable improvements across key assessment criteria.
•
Reading Accuracy increased from 75% to 88%, reflecting a 17.3% improvement
in students’ ability to correctly interpret and process reading material.
•
Vocabulary Retention showed a 30% increase, rising from 60% to 78%,
indicating that AI tools effectively enhance lexical acquisition and retention.
•
Comprehension Scores improved by 25%, from 68% to 85%, suggesting that
AI-assisted reading tools significantly aid in better understanding and interpretation of texts.
•
Critical Thinking in Text Analysis exhibited a 30.9% growth, moving from 55% to
72%, demonstrating that AI facilitates deeper analytical engagement with reading
materials.
•
Confidence in Reading (Self-Reported) had the highest improvement at 24%,
increasing from 50% to 62%, indicating that AI tools not only improve technical reading
skills but also foster self-efficacy and motivation in EFL learners.
CONCLUSION
The findings of this study highlight the significant impact of AI tools on enhancing
reading comprehension among EFL students. The data reveals notable improvements
across key areas, including reading accuracy, vocabulary retention, text comprehension,
critical thinking, and learner confidence. These results indicate that AI-assisted reading
instruction provides personalized support, immediate feedback, and adaptive learning
strategies that foster more effective engagement with reading materials.
Moreover, the
increase in critical thinking and confidence levels suggests that AI tools not only enhance
linguistic proficiency but also contribute to the development of higher-order cognitive
skills essential for academic and professional success. The substantial improvements
across various skill domains demonstrate the transformative potential of AI in foreign
language education. These findings reinforce the necessity of integrating AI technologies
into EFL curricula to facilitate more effective, engaging, and individualized learning
experiences. Future research should explore long-term impacts, potential challenges, and
best implementation strategies to maximize the benefits of AI-driven reading instruction.
REFERENCES:
1.
Alshrideh, M. (2021). The Impact of Artificial Intelligence Programs on
Improving EFL Students’ Reading Skills.
2.
Hsiao, J. C., & Chang, J. S. (2023). Enhancing EFL Reading and Writing through AI-
powered Tools: Design, Implementation, and Evaluation of an Online Course.
3.
Koedinger, K., Corbett, A., & Perfetti, C. (2012). The Knowledge-Learning-
Instruction (KLI) Framework.
4.
Koraishi, O. (2023). Teaching English in the Age of AI: Embracing ChatGPT to
Optimize EFL Materials and Assessment.
5.
Liman Kaban, A. (2021). EFL Students’ Personalized Reading Experien
ces and its
Influence on Engagement and Online Presence.
6.
Mondia, D., Naranjo, K., Galamay, S., & Tiglao, N. (2023). AI Comprehend: An
Adaptive Reading Comprehension Learning Platform Using Machine Learning.
7.
Daweli, T. W., & Mahyoub, R. A. M. (2024).
Exploring EFL Learners’ Perspectives
on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study.
Жамият
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8.
Bengoetxea, K., Gonzalez-
Dios, I., & Martínez, A. A. (2020). LagunTest: A NLP
-
Based Application to Enhance Reading Comprehension.
9.
Hidayat, M. T. (2024). Effectiveness of AI-based Personalized Reading Platforms
in Enhancing Reading Comprehension.
10.
Liu, Y., Zou, W., & Wang, Y. (2020). An AI-based Personalized Reading Platform
for Chinese Primary School Students.
11.
Iwata, Y., Yokoyama, T., & Umemura, Y. (2020). An AI-based Writing Feedback
System for Improving Reading Comprehension Skills.
12.
Khan, A., & Mutawa, M. (2021). Enhancing Reading Comprehension Skills of
Arab EFL Learners Using an AI-based Personalized Reading Platform.
13.
Akiba, M., Yamamoto, Y., & Fujimoto, A. (2020). An AI-based Reading
Comprehension Support System for Middle School Students.
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Alshriedeh, M. (2021). Cultural Contexts in AI-Driven Language Learning: A Study
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