Author Information
Xiao Xu, Jiangsu Normal University, ChinaAbstract
The increasingly extensive application of artificial intelligence in various societal domains has a progressively profound impact on education reform. The proper use of AI can create a favorable English learning environment for students to promote English reading comprehension. This research investigates whether children can improve their English reading ability and enhance their interest in learning English with the help of AI. The participants of the research were 14 students from Grade Six in a primary school in Xuzhou. The duration of the research was six weeks. In the first week, students were given a TOEFL Primary Step 1 reading test and an English reading interest questionnaire. After the pre-test, teachers converted each student’s reading score into a Lexile level and selected English reading picture books suitable for their Lexile level to teach in the next four weeks. From the second week to the fifth week, the teacher selected a reading lesson every week for AI-assisted teaching. Each class consisted of three parts: the teacher uses a multi-modal teaching method to teach picture books; students use an AI tool, Reading Coach, to read the picture books they have learned and choose new ones to read. Four weeks later, the 15 students took the TOEFL Primary Step2 test and the same questionnaire survey again. By comparing the average reading scores of the pre-test and post-test and analyzing the results of two survey questionnaires, we found that students’ reading comprehension ability has improved, and students’ interest in English learning has also been enhanced.
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Conference: ACEID2025Stream: Design
This paper is part of the ACEID2025 Conference Proceedings (View)
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To cite this article:
Xu X. (2025) How Can Artificial Intelligence Improve Children’s English Reading Comprehension? ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 581-589) https://doi.org/10.22492/issn.2189-101X.2025.44
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.44
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