فهرست نشریات علمی دسترسی آزاد ایران

Artificial intelligence (AI) has emerged as a powerful force reshaping many fields, and education is increasingly benefiting from its innovative potential. This study explores how AI-enhanced reading materials—specifically those supported by ChatGPT—affect the reading comprehension of pre-intermediate EFL learners, compared to traditional text-based approaches. The study involved 62 participants aged 13–16 (28 males and 34 females), selected using an institute-specific placement test aligned with CEFR B1 standards. They were randomly assigned to either a control group (n = 31), which used traditional reading methods, or an experimental group (n = 31), which engaged with ChatGPT-enhanced materials. Both groups completed 15 reading sessions over two months. Reading comprehension was assessed using the TOEFL Junior (2010) pre- and post-tests. Statistical analysis employing ANCOVA indicated a significant improvement in post-test reading comprehension scores for the group that utilized ChatGPT, compared to the traditional instruction group. Paired t-tests revealed significant improvements in reading comprehension from pre-test to post-test within the ChatGPT-assisted group, whereas the traditional group showed no statistically significant gains. ANOVA results indicated no significant interaction between gender and instructional modality, and age did not moderate the impact of instructional methods on reading comprehension outcomes. Comparisons of age and gender distributions revealed no significant differences between groups. The findings suggest that AI-driven learning tools, especially ChatGPT, are more effective in improving reading comprehension skills among pre-intermediate EFL learners than traditional methods, offering increased motivation, personalized learning opportunities, and flexible feedback.