Investigating the Impact of Artificial Intelligence (AI)-Generated Materials on Reading Proficiency in EFL Classrooms

This study investigates the impact of AI-generated materials on reading proficiency among EFL students in Zahedan, Sistan and Baluchestan State, Iran. The research adopts a quantitative approach, utilizing pre-test and post-test TOEFL scores to measure changes in reading skills. Fifty undergraduate students, aged ۱۶-۱۸, participated in the study. Over a three-month period, AI-generated reading materials were integrated into their curriculum. The analysis, conducted using repeated measures ANOVA, revealed a significant improvement in reading proficiency, with an F-value of ۱۶.۱۴۲۹ and a p-value of ۰.۰۰۰۲, indicating a statistically significant enhancement in TOEFL scores post-intervention. The findings suggest that AI-generated materials effectively bolster reading skills, likely due to their ability to provide personalized, engaging, and interactive content. This research highlights the potential of AI technologies in EFL education, advocating for their integration to enhance learning outcomes. Further studies are recommended to explore the impact of AI on other language skills and across different educational contexts.

کلیدواژه ها:

ELT ، Reading skills ، AI ، AI-Generated Materials