The use of artificial intelligence to develop reading comprehension in English
Keywords:
Artificial intelligence (AI), reading comprehension, English languageAbstract
Introduction: This research focused on the use of Artificial Intelligence to develop reading comprehension in English language students in the National and Foreign Language Teaching program at the Eloy Alfaro University of Manabí, Chone Extension. The main objective was to design a strategy using artificial intelligence to enhance reading comprehension in English in order to improve academic performance and the educational experience. The strategy was subsequently disseminated. Materials and methods: A dual methodological design combined quantitative and qualitative techniques according to the research objectives. Interviews were conducted with teachers to systematically and in-depth investigate the perceptions, experiences, and preparation levels of English language teachers regarding the incorporation of Artificial Intelligence (AI) in education, particularly in English language teaching. Results: Likewise, the tools used, perceived advantages, challenges faced, impact on student learning, and training or institutional needs for the effective implementation of this technology in university contexts were identified. Discussion: The strategy's dissemination emphasized the importance of ongoing professional development. Teachers recognized that meaningfully integrating AI requires not only knowledge of digital tools but also pedagogical training that links them to learning outcomes. Therefore, workshops, collaborative planning meetings, and peer mentoring were proposed as essential components to support teachers in implementing AI-ERC with confidence and effectiveness. Conclusions: In conclusion, the AI-ERC strategy is more than a technological proposal; it is a pedagogically grounded approach that strengthens teachers' roles and enhances the learning experience through AI. The dissemination process with teachers confirmed that, with appropriate training, careful planning, and ongoing support, AI-ERC can become a sustainable and impactful method for improving English reading comprehension.
References
Abrams, Z. (2025). Classrooms are adapting to the use of artificial intelligence. Asociación Americana de Psicología, 56(1), 70. https://www-apa-org.translate.goog/monitor/2025/01/trends-classrooms-artificial-intelligence?_x_tr_sl=en&_x_tr_tl=es&_x_tr_hl=es&_x_tr_pto=tc
All, Literacy for. (s.f.). Literacy for All: Instructional Strategies for Struggling Readers. https://literacyforallinstruction.ca/guided-reading/
Amershi, S., Arksey, N., Carenini, G., Conati, C., Mackworth, A. K., Maclaren, H., & Poole, D. (2005). Designing CIspace: Pedagogy and usability in a learning environment for AI. Proceedings of the 10th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), (pp. 178-182).
Boden, M. A. (1984). Inteligencia artificial y hombre natural. Tecnos.
Bojovic. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. Retrieved from Reading Skills and Reading Comprehension in English for Specific Purposes: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://d1wqtxts1xzle7.cloudfront.net/62490906/Reading_Skills20200326-120958-d158zo.pdf?1738395162=&response-content-disposition=inline%3B+filename%3DReading_Skills_and_Reading_Comprehension.pdf&Expires=
Briceño Rodríguez, R. S. (2024). Use of digital tools in the comprehension. Cientificia Multidisciplinar, 1933.
Bufante, M. Á. (2014). Una propuesta para mejorar la comprensión lectora en inglés a través de las TIC en el area de primaria. 17.
Chen et al. (2023). Artificial Intelligent Robots for Precision Education. Educational Technology & Society, 26(1), 171-186. https://www.jstor.org/stable/48707975
Chen, C. M., Xie, H., & Hwang, G. J. (2020). Effects of adaptive reading comprehension support based on natural language processing techniques: A systematic review. Educational Technology Research and Development, 68(4), 2121-2142. doi:10.1007/s11423-020-09803-4
Duke, N. K. (2002). What research has to say about reading instruction. International Reading Association.
Gallego-Durán, F. J. A. (2022). Artificial intelligence and reading comprehension in education: A systematic review. Computers and Education: Artificial Intelligence, 3, 100059. https://doi.org/10.1016/j.caeai.2022.100059
Gómez, L. P. (2015). Reading comprehension of English like foreign language. Revista Educación y Pensamiento, 21.
Gómez, L. P. (s.f). La comprensión lectora del inglés. Revista de Educación & Pensamiento, 19.
Hamideh Rad, Y.-M. H.-J. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), 1-20. https://doi.org/10.1186/s40561-025-00377-2
Hamideh Rad, Y.-M. H.-J. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12(1), 1-20. doi:https://doi.org/10.1186/s40561-025-00377-2
Lillehaug, S.-I. &. (1998). AI in medical education—another grand challenge for medical informatics. Artificial Intelligence in Medicine, 12(3), 197–225. https://doi.org/10.1016/S0933-3657(97)00054-7
Luis Herrera, E. V. (2015). Nivel de comprensión lectora de los primeros medios de colegios particulares, subvencionados de Talca. Dialnet, 130, 131.
Mario Fabricio Ayala Pazmiño, K. I. L. (2023). Integrating Artificial Intelligence into English Language. Dialnet, 680.
Matas-Terrón, A., García, M., & Pérez, L. (2020). La importancia de la formación en herramientas de inteligencia artificial para futuros docentes. Revista de Educación y Tecnología., 15(2), 42.
Norvig, P. (1992). Paradigms of Artificial Intelligence Programming: Case Studies in Common Lisp. San Francisco, CA: Morgan Kaufmann Publishers.
Pan & Lin. (2023). ognitive–linguistic skills explain Chinese Reading comprehension within and beyond the simple view of Reading in Hong Kong kindergarteners. Language Learning, 73(1), 126-160. doi:https://doi.org/10.1111/lang.12515
Quinceno, H. d. (2024). Artificial Intelligence and education: opportunities, challenges, and future perspectives. Educación y pensamiento, 32.
Rad, H. S. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: refining engagement to foster self regulated. Smart Learning Environments, 2. doi:https://doi.org/10.1186/s40561-025-00377-2
Revista de Investigación Apuntes Universitarios. (2022). Inteligencia artificial y educación: una relación en evolución. Apuntes Universitarios, 12(1). doi:https://doi.org/10.17162/au.v12i1.1181
Robinson, F. P. (1970). Effective study (4th ed. ed.). Harper & Row.
Rosas, M. &. (2022). Estrategias pedagógicas para fortalecer la comprensión lectora en estudiantes de básica primaria. Ciencia Latina Revista Científica Multidisciplinar, 4563–4578. https://doi.org/10.37811/cl_rcm.v6i2.12658
Rouhiainen, L. P. (2018). Artificial Intelligence. Planeta, S.A..
Ruiz-Martín, H. (2023). Aprender a leer: Ciencia y práctica de la enseñanza de la comprensión lectora. Graó.
Russell, S., & Norvig, P. (2021). Artificial intelligence: A modern approach (4 ed.). n.p.: Pearson.
Sánchez, E. S. (1997). Genetic Algorithms and Fuzzy Logic Systems: Soft Computing Perspectives. World Scientific.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. RAND Corporation. https://doi.org/10.7249/MR1465
Sumakul, D. T. (2019). When robots enter the classrooms: Implications for teachers. SEAMEO SEAMOLEC, 42-48. https://www.researchgate.net/publication/338660531_When_robots_enter_the_classrooms_Implications_for_teachers#fullTextFileContent
Sylviane, G. (2014). Learning English on Computer. Routledge. https://books.google.com.ec/books?hl=es&lr=&id=7z_KAgAAQBAJ&oi=fnd&pg=PP1&ots=XlIYbskavI&sig=hqZZPD6k9_837IfbeObL6X4bfr4&redir_esc=y#v=onepage&q&f=false
Torralba, P. P. (2025). IEBS. https://www.iebschool.com/hub/inteligencia-artificial-que-es-y-para-que-sirve-big-data/?utm_source=gglesiebses&utm_medium=cpc&utm_campaign=22146276174&utm_term=inteligencia%20artificial&matchtype=e&device=c&adgroupid=178949538840&extensionid=&targetid=kwd
Tourón, J. (2021). The arrival of artificial intelligence to education. Revista Española de Pedagogía, 263.
Valencia, A. (2022). Estrategias didácticas aplicadas en la comprensión lectora de estudiantes de educación básica. Ciencia y Reflexión, 115-128.
Zhang, Y., Wang, Q., & Li, J. (2022). Intelligent educational chatbots for personalized reading comprehension: A review and future directions. Computers & Education, 183, 104488. doi:10.1016/j.compedu.2022.104488
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 María Lizethe Zambrano Bazurto, Diana Lorena Rodríguez Acuña, Raisa Macias Sera
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 