on Reading Comprehension of Iranian Intermediate EFL Learners with ADHD

Reading comprehension is essential in English as a Foreign Language (EFL) learning, yet learners with Attention-Deficit/Hyperactivity Disorder (ADHD) often face additional challenges with sustained attention, working memory, and self-monitoring during reading. Text-to-speech (TTS) tools may reduce these barriers by providing synchronized auditory and visual input and enabling learners to regulate reading pace through pausing, replaying, and speed adjustment. This quasi-experimental study examined the effect of Speechify, an AI-based TTS application, on the reading comprehension of Iranian intermediate EFL learners with ADHD. Forty students (۱۵-۱۸ years) from a high school in Tabriz, Iran, participated and were placed into an experimental group receiving Speechify-supported reading instruction (n = ۲۰) and a control group receiving the same instruction without TTS support (n = ۲۰). Reading comprehension was measured using two parallel forms of the reading section of the Preliminary English Test (PET) administered as a pretest and posttest. Assumption checks supported ANCOVA, including homogeneity of regression slopes (Group x Pretest interaction p >.۰۵). Pretest results showed comparable performance (Speechify: M = ۱۸.۴۵, SD = ۳.۱۰; Control: M = ۱۸.۱۰, SD = ۳.۲۰). At posttest, the Speechify group outperformed the control group (Speechify: M = ۲۶.۳۰, SD = ۳.۰۰; Control: M = ۲۱.۰۵, SD = ۳.۴۰). ANCOVA indicated that pretest significantly predicted posttest scores, F(۱, ۳۷) = ۱۸.۲۰, p <.۰۰۱, and that the group effect remained significant after controlling for baseline differences, F(۱, ۳۷) ۲۵.۷۰, p <.۰۰۱, partial n² =.۴۱ (adjusted means: ۲۶.۲۰ vs. ۲۱.۲۰). Overall, Speechify-supported instruction was associated with meaningful gains in reading comprehension, likely by reducing decoding demands and supporting attention and self-paced processing.

کلیدواژه ها:

ADHD ، Speechify ، text-to-speech ، reading comprehension ، EFL ، Iran