Effects of an AI-based reading progress tool on third-grade EFL learners’ oral reading fluency

Abstract

Oral reading fluency (ORF) is a critical skill for young English as a foreign language (EFL) learners. Researchers have explored various traditional and digital interventions to enhance EFL learners’ ORF. However, studies integrating cutting-edge technologies, such as artificial intelligence (AI) tools, in EFL remain limited. This mixed-methods quasi-experimental study aimed to examine the effectiveness of Reading Progress, an AI-based tool on the Microsoft Teams platform (MTRP), in improving the ORF, regarding accuracy, speed, and prosody, of third-grade EFL learners in Saudi Arabia. Additionally, it investigated the perspectives of the experimental group’s parents regarding the tool’s usage. Participants included 56 third-grade EFL learners (boys and girls) from a public elementary school in Jeddah, divided into two groups. The experimental group (n = 28) utilised MTRP as an intervention, while the control group (n = 28) engaged in traditional paper-based assignments. Pre- and post-tests and semi-structured interviews were conducted to gather data. The quantitative data were analysed using SPSS, while the qualitative data were transcribed, translated, and then analysed through NVivo. The results indicated that the experimental group, achieved significantly higher scores in ORF skills after utilizing MTRP compared to the control group. The experimental group’s parents reported positive feedback, expressing satisfaction with the tool’s impact on their children’s ORF. However, the children were initially challenged due to time constraints and lengthy texts. Nevertheless, they believed that consistent practice and high goal-setting enabled them to overcome obstacles. The findings are expected to provide valuable insights for EFL educators, policymakers, and researchers.