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 |
| 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 |
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