EXPLORING THE IMPACT OF ARTIFICIAL INTELLIGENCE (AI) ON ESL LEARNERS’ READING SKILLS AT THE UNDERGRADUATE LEVEL

Abstract

This article investigates the impact of AI-based instruction on ESL learners’ reading proficiency at the undergraduate level in Pakistan, focusing on five sub-skills: skimming, scanning, vocabulary, comprehension, and inferring. Adopting a true experimental design, 80 participants were divided into control and experimental groups. The experimental group received instruction via AI tools while the control group was taught through traditional methods. Pre- and post-test results revealed a statistically significant improvement in the experimental group’s performance, affirming AI’s effectiveness in enhancing reading skills. Grounded in Vygotsky’s Sociocultural Theory, the study positions AI as a cultural tool within the Zone of Proximal Development (ZPD), reinforcing the role of guided interaction and scaffolded support. The findings offer theoretical, pedagogical, and technological implications for integrating AI in ESL classrooms, particularly in developing contexts.