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Jialing Chen, Jiangsu Normal University, ChinaAbstract
This study examines the use of AI reading coaches in primary school English classrooms, particularly their positive impact on students’ pronunciation accuracy. Implementing the AI Reading Coach in English teaching enhances teachers’ knowledge and fosters students’ listening, speaking, and reading skills, increasing their motivation to learn. A 6-week experiment involved 29 students from two primary schools in northern Jiangsu, China, where teachers introduced picture book stories before using the AI for pronunciation testing. Students practiced corrections based on the feedback from the Reading Coach and were tested again. After that, students selected picture books of interest from the built-in library of Reading Coach for learning and testing. Before the picture book teaching began, students’ listening and reading comprehension levels were determined through the TOFEL Primary Step 1; thus, appropriate levels of picture books from Heinemann could be chosen for classroom communication. In class, students’ pronunciation accuracy and fluency were recorded. Classroom oral communication and students’ pronunciation levels were assessed from two aspects: the accuracy rate given by the Reading Coach and the effectiveness of English communication in small group discussions. Data collected during the learning progress showed that students’ pronunciation accuracy and fluency improved after using the AI Reading Coach for pronunciation correction. In conclusion, AI in English teaching is a general trend, and the AI Reading Coach used in this study positively impacts students’ pronunciation accuracy and interest in learning English.
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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:
Chen J. (2025) The Effect of Applying AI Reading Coach to Primary School English ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 603-612) https://doi.org/10.22492/issn.2189-101X.2025.46
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.46
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