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Reading Reinvented: The Role of LLMs in Developing EFL Students' Reading Skills

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Title: Reading Reinvented: The Role of LLMs in Developing EFL Students' Reading Skills
Language: English
Authors: Ismail Dahia (ORCID 0009-0002-9730-7254), Mohammed Belbacha (ORCID 0000-0003-0011-0157), Mohamed Yousfi (ORCID 0009-0009-4827-8427)
Source: International Journal of Technology in Education and Science. 2026 10(1):71-83.
Availability: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Artificial Intelligence, Technology Uses in Education, English (Second Language), Second Language Learning, Reading Skills, Barriers, Affordances, Reading Instruction, Foreign Countries, Middle School Teachers, High School Teachers, Teacher Attitudes
Geographic Terms: Morocco
ISSN: 2651-5369
Abstract: Large Language Models (LLMs) have infiltrated every single sector worldwide, especially education. LLM-based tools have become commonplace, primarily among students. The trend over the past three years has been to explore how these revolutionary tools can be most effectively utilized to advance education and address the implications of their use. This study investigates the role of LLMs in enhancing English as a foreign language students' (EFL) reading skills. It draws on data from 38 EFL teachers in middle and high schools in Taourirt, Morocco by focusing on their perceptions of using LLMs as instructional tools. A qualitative analysis reveals that most teachers view LLMs positively. The majority of teachers believe that the foregoing tools can generate diverse, contextually relevant reading materials, personalize learning experiences, and foster engagement through interactive content. Despite these benefits, teachers also noted a number of challenges. By examining the merits and demerits of LLMs in reading instruction, this study provides insights for educators and policymakers on integrating AI-driven tools, specifically in reading instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494081
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Reading Reinvented: The Role of LLMs in Developing EFL Students' Reading Skills
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  Data: <searchLink fieldCode="AR" term="%22Ismail+Dahia%22">Ismail Dahia</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-9730-7254">0009-0002-9730-7254</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammed+Belbacha%22">Mohammed Belbacha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0011-0157">0000-0003-0011-0157</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohamed+Yousfi%22">Mohamed Yousfi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-4827-8427">0009-0009-4827-8427</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2026 10(1):71-83.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: Y
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  Data: 13
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  Data: 2026
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Morocco%22">Morocco</searchLink>
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  Data: 2651-5369
– Name: Abstract
  Label: Abstract
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  Data: Large Language Models (LLMs) have infiltrated every single sector worldwide, especially education. LLM-based tools have become commonplace, primarily among students. The trend over the past three years has been to explore how these revolutionary tools can be most effectively utilized to advance education and address the implications of their use. This study investigates the role of LLMs in enhancing English as a foreign language students' (EFL) reading skills. It draws on data from 38 EFL teachers in middle and high schools in Taourirt, Morocco by focusing on their perceptions of using LLMs as instructional tools. A qualitative analysis reveals that most teachers view LLMs positively. The majority of teachers believe that the foregoing tools can generate diverse, contextually relevant reading materials, personalize learning experiences, and foster engagement through interactive content. Despite these benefits, teachers also noted a number of challenges. By examining the merits and demerits of LLMs in reading instruction, this study provides insights for educators and policymakers on integrating AI-driven tools, specifically in reading instruction.
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  Data: 2026
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  Data: EJ1494081
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 71
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Reading Skills
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Affordances
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      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: High School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Morocco
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      – TitleFull: Reading Reinvented: The Role of LLMs in Developing EFL Students' Reading Skills
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            NameFull: Ismail Dahia
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