Research Paper Exploring the Effectiveness of

Artificial Intelligence (AI) on

Reading Comprehension among
Iranian EFL Learners
Mahdi Yousefi1, Mohammad Iman
Askari2*
1
Department of English Language, Central
Tehran Branch, Islamic Azad University, Tehran,
Iran. yousefimahdi1996@gmail.com
2
Department of English Language, Central Tehran
Branch, Islamic Azad University, Tehran, Iran.
miman.askari@gmail.com

Received: 08 October, 2023 Accepted: 10 January, 2024

ABSTRACT
This study aimed to investigate the impact of AI, specifically Chat GPT, on the reading
comprehension abilities of Iranian English as a Foreign Language (EFL) learners. Participants
(N=54) were selected through a convenience sampling method from two universities in
Tehran, Iran. Eligible participants underwent an NPT language proficiency test to ensure
homogeneity within the sample. Random assignment was conducted to allocate participants
into either the experimental group (exposed to Chat GPT) or the control group (without
exposure to Chat GPT). Pretests and posttests were administered to measure the participants'
reading comprehension abilities before and after a ten-week intervention period. Data
analysis, including independent-samples t-tests and Cohen's d calculations, revealed a
significant difference in reading comprehension gain between the experimental and control
groups. The experimental group demonstrated a substantial increase in reading comprehension
skills, while the control group showed a slight decrease. The effect size, as measured by
Cohen's d, was found to be very large (5.33), indicating a significant impact of Chat GPT on
EFL learners' reading comprehension abilities. These findings support the conclusion that the
use of AI, particularly Chat GPT, positively influenced the reading comprehension levels of
EFL learners.

Keywords: Artificial Intelligence, Chat GPT, EFL learners, Reading Comprehension

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INTRODUCTION
The use of technology in language learning has gained significant attention in recent years, with various
digital tools being integrated into educational settings. Among these tools, chatbots powered by language
models like GPT (Generative Pre-trained Transformer) have emerged as a promising avenue for
enhancing reading comprehension skills among English as a Foreign Language (EFL) learners
(Aggarwal & Clark, 2021). Research in the field of computer-assisted language learning (CALL) has
shown that technology can provide valuable support in language acquisition, offering learners
opportunities for interactive and personalized language practice (Alizadeh & Fardanesh, 2019). Within
this context, the use of chatbots, which simulate human-like conversation, holds great promise for
promoting reading comprehension skills by providing learners with engaging and interactive learning
experiences (Alqahtani & Hafiz, 2022).
Despite the growing interest in the use of chatbots in language learning, there is a notable research
gap regarding the effectiveness of artificial intelligence (AI) or in particular Chat GPT on reading
comprehension among Iranian EFL learners. While studies have investigated the impact of chatbots and
technology-mediated reading activities on language learning outcomes (Smith, 2018; Johnson et al.,
2020; Li et al., 2019; Wang & Chen, 2020), limited attention has been given to the specific context of
Iranian EFL learners and the potential benefits of Chat GPT in enhancing their reading comprehension
skills.
One area that remains unexamined in the literature is the potential impact of Chat GPT on Iranian
EFL learners' reading comprehension abilities. Existing studies have primarily focused on the use of
chatbots in speaking and writing skills development (Smith, 2018), while others have explored the effects
of technology-mediated reading activities on reading fluency or vocabulary acquisition (Li et al., 2019;
Wang & Chen, 2020). Consequently, a research gap exists in terms of investigating the unique
contribution of Chat GPT to reading comprehension among Iranian EFL learners.
Furthermore, while previous research has shown positive effects of technology integration in
language learning, there are contradictory findings regarding the effectiveness of chatbots in promoting
reading comprehension skills. For instance, some studies have reported improved comprehension
outcomes through chatbot interaction (Smith, 2018), while others have found no significant differences
compared to traditional instructional approaches (Johnson et al., 2020). These contradictory findings
highlight the need for further investigation to better understand the potential benefits and limitations of
chatbot-based interventions in the specific domain of reading comprehension.
In personal and anecdotal experiences, language educators have encountered gaps and challenges
in providing effective reading comprehension instruction to Iranian EFL learners. Limited access to
authentic English texts, lack of engaging reading materials, and insufficient opportunities for interactive
practice are among the intriguing points observed in both personal and others' practice. These
observations align with the existing theoretical and empirical literature, which emphasizes the importance
of providing learners with authentic and interactive reading experiences to enhance their comprehension
abilities (Li et al., 2019; Wang & Chen, 2020).
Therefore, the main problem addressed in this study is the need to investigate the effectiveness
of Chat GPT on reading comprehension among Iranian EFL learners. By addressing this, the study aims
to contribute to the existing literature on the integration of chatbots in language education and provide
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valuable insights into the potential benefits and challenges associated with using Chat GPT for reading
comprehension instruction among Iranian EFL learners. Therefore in order to achieve the goals of the
study, following research question is raised by the researcher:
Does the use of AI or in particular Chat GPT significantly improve the reading comprehension
performance of Iranian EFL learners?

REVIEW OF LITERATURE
Chat GPT, based on the GPT (Generative Pre-trained Transformer) architecture, is a language model
developed by Open AI for generating human-like responses in conversational contexts (Jia & Zhang,
2019). It is designed to understand and generate text in a conversational manner, making it well-suited
for chatbot applications and other interactive dialogue systems (Gao et al., 2013).
In language studies, Chat GPT can be a valuable tool for various applications. It can assist
language learners by providing explanations, translations, and practice exercises. It can simulate
conversations with native speakers, offering learners an opportunity to practice their speaking and writing
skills (Cholak & Shrestha, 2021). Chat GPT can also serve as an interactive language resource, answering
questions about grammar, vocabulary, and cultural aspects of language.
However, while Chat GPT can provide language learners with valuable assistance and practice,
it is important to note that it is not a substitute for human interaction and expertise (Ciftci, 2019). Human
language is complex and nuanced, and a language model like Chat GPT may not always capture the full
range of meanings and cultural subtleties. Therefore, it is recommended to use Chat GPT as a
supplementary tool alongside other language learning resources and interactions with human speakers.
Chat GPT offers numerous benefits for language learners, including instant feedback and support
for various language skills. One key advantage is its ability to provide immediate feedback on written
work and spoken responses, aiding in self-assessment and correction (Gao et al., 2013). Additionally, it
helps learners understand complex texts by breaking down meanings, providing synonyms, and offering
examples (Han, 2017).
While Chat GPT can be a valuable tool in language studies, it's important to supplement its use
with other language learning methods. Authentic texts, conversations with native speakers, and formal
instruction are essential for developing a well-rounded and comprehensive understanding of the
language.
Cultural knowledge is another area where Chat GPT excels; it answers questions about customs,
traditions, and cultural references in texts (Jia & Zhang, 2019). The model also offers translation
assistance, although users should be aware that translations may not always capture the full nuance (Lee
& Lee, 2020).
As a language resource, Chat GPT provides definitions, synonyms, and usage examples, along
with explanations of grammar rules and idiomatic expressions (Li & Wang, 2019). Its adaptability allows
it to remember previous interactions and tailor responses to individual learners, tracking progress and
suggesting customized exercises.
Moreover, Chat GPT is accessible online, providing convenience for learners with varying
schedules and those lacking access to traditional instruction (Liu & Reed, 2017). However, it's important
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to complement its use with other methods, such as authentic texts and conversations with native speakers,
to achieve a well-rounded understanding of the language.
EFL teachers can greatly benefit from integrating Chat GPT, a language model developed by
OpenAI, into their teaching practices. It serves as a valuable resource for various aspects of language
learning, including language practice, error correction, vocabulary expansion, cultural insights, grammar
explanations, individualized learning, and language exploration (Mohamed & Asal, 2021).
EFL students can benefit from Chat GPT by practicing their English skills through interactive
conversations. This helps improve speaking, listening, and fluency while boosting their confidence and
exposing them to diverse language patterns (Alqahtani & Hafiz, 2022).
Chat GPT offers significant support for EFL students in several key areas:
1. **Grammar Support**: Students can ask about grammar rules and sentence structures,
receiving detailed explanations that help clarify concepts and improve accuracy (Bax, 2011).
2. **Writing Assistance**: By submitting their written work, students receive feedback, grammar
corrections, and suggestions to refine their writing and enhance sentence structure (Cholak & Shrestha,
2021).
3. **Cultural Insights**: Chat GPT provides information about customs, traditions, and cultural
resources related to English-speaking countries, enriching the language learning experience (Ciftci,
2019).
4. **Independent Learning**: Students can use Chat GPT as a self-study tool to explore various
topics and deepen their understanding of the English language (Dizon & Solis, 2023)
5. **Immediate Feedback**: The model offers real-time suggestions and corrections for speaking
and writing, helping students identify weaknesses and improve their proficiency (Eom & Noh, 2018).
While Chat GPT is a valuable resource, it should complement other learning methods, such as
authentic materials and interactions with native speakers, to ensure a comprehensive language learning
experience (Gao et al., 2013).
Chat GPT, can be beneficial for EFL students in developing all four language skills: listening,
speaking, reading, and writing. Chat GPT is a valuable resource for enhancing reading comprehension
skills in EFL students. By engaging in conversational interactions, students gain exposure to authentic
language use, which helps them understand vocabulary and context better (Liu & Reed, 2017). The model
promotes critical reading strategies, vocabulary expansion, and familiarity with diverse text types
(Rahimi & Yazdani, 2022; Mohamed & Asal, 2021). Additionally, it encourages active engagement,
allowing students to ask questions and deepen their understanding (Wang & Zhang, 2016). While
effective, Chat GPT should complement traditional reading materials for a well-rounded language
education.
Reading comprehension is vital for EFL learners, as it significantly contributes to their
proficiency in English (Ackerman & Goldsmith, 2017). It encompasses the ability to understand and
interpret written texts, extracting meaning from various materials (Bae & Kim, 2018). Effective reading
comprehension involves grasping not just the literal meanings of words and sentences but also
understanding implied information, making inferences, and connecting ideas both within and between
texts.
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In EFL context, implementing effective reading comprehension strategies is crucial to support

learners in developing their understanding of written texts (Dalton et al., 2018). These strategies aim to
enhance learners' ability to comprehend, interpret, and analyze the content they read.
A growing body of research has examined the potential of artificial intelligence (AI) to enhance
reading comprehension among English as a Foreign Language (EFL) learners. Several studies conducted
in the Iranian context have provided valuable insights into this area.

METHOD
Participants
The participants population in this study were 80 Iranian English as a Foreign Language (EFL) learners,
selected from two universities in Tehran, Iran. The participants were undergraduate students majoring in
English studies and enrolled in intermediate-level reading comprehension courses. The sample consisted
of 54 male and female participants, with ages ranging from 18 to 25 years. To ensure homogeneity,
participants were required to meet the following criteria:

• Native speakers of Persian (Farsi) and proficient in English. The Language Proficiency were
checked through proficiency test.
• No previous experience with using Chat GPT or similar language models.
• No diagnosed learning disabilities or cognitive impairments that would significantly affect
reading comprehension abilities.
• Regular access to a computer or smartphone with internet connectivity.
Participants were recruited through convenience sampling, utilizing flyers and announcements to
be posted in the English departments of the respective universities. Interested participants were asked to
contact the researchers via email, and a screening process will be conducted to ascertain eligibility.
After the screening process, participants were randomly assigned to two groups: the experimental
group and the control group. The experimental group received instruction and practice using Chat GPT,
while the control group received traditional instruction without the use of Chat GPT.

Instrumentation
Following instruments were used by the researcher to achieve the goals of the study:

1. Nelson Proficiency Test

The Nelson Proficiency Test was administered as an initial language proficiency assessment to determine
participants' English proficiency levels. The Nelson Proficiency Test measures various aspects of
language proficiency, including grammar, vocabulary, reading comprehension, and listening
comprehension. The test consists of multiple-choice questions, fill-in-the-blank exercises, and reading
passages with accompanying questions. Participants' scores on the Nelson Proficiency Test helped to
ensure the homogeneity within the sample.
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2. Reading Passages from IELTS Band 6

Five Reading passages from the International English Language Testing System (IELTS) Band 6 were
used as standardized reading materials for the pretest and posttest. These passages are calibrated to a
specific difficulty level and are commonly used in English language proficiency assessments. The
passages were cover a range of topics and include questions that assess reading comprehension skills,
such as identifying main ideas, understanding details, making inferences, and analyzing the author's
purpose.

3. Chat GPT as the Main Instrument

Chat GPT served as the main instrument in the experimental group. It was used as an AI-based chatbot
to assist participants in their reading comprehension activities. Participants engaged in interactive reading
sessions with Chat GPT, where they can ask questions, seek clarification, and receive feedback on their
understanding of the reading passages. The responses and assistance provided by Chat GPT were
recorded to assess its impact on participants' reading comprehension. In other words, participants used
chat GPT for finding synonyms or meaning of the new words, phrases, and idioms. Also, they used it for
finding the correct pronunciation and phonetics of the new vocabulary items. In addition to this, they
checked their understanding by asking Chat GPT to summarize the text for them.

4. Reading Test (Pre-test and Post-test)

The researcher used the reading test as pretest and posttest by using IELTS Band 6 passages questions.
These tests can include multiple-choice questions on authentic or adapted reading materials. The tests
could provide a more comprehensive assessment of participants' reading comprehension skills and allow
for a more in-depth analysis of the effects of Chat GPT on specific aspects of reading comprehension.

RESULTS
To address the research topic, an independent-samples t-test was conducted. The purpose was to
investigate the impact of the new generation of computer sciences or AI, specifically Chat GPT, on the
reading comprehension of EFL learners in English classes. SPSS software was utilized to calculate the
gain scores, which represent the difference between the pretest and posttest scores of students in both the
experimental and control groups. By subtracting the posttest score from the pretest score, the
improvement (gain score) of each participant's reading comprehension could be determined. Since the
reading comprehension of EFL learners in EFL classrooms was considered a combined measure, the t-
test used an estimate of the mean scores based on students' responses to the reading comprehension text.
Before conducting the test, the assumption of normality was assessed. The skewness and kurtosis values
for the pretests and posttests in both the experimental and control groups fell within the range of -2 to
+2, as shown in Tables 4.1 and 4.2. Consequently, the normality requirement for the independent-samples
t-test was satisfied.
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Table 1
Descriptive Statistics of Two Testing Times of Reading Comprehension in Experimental Group (N = 54)
N Min Max Mean Std. D Skewness Kurtosis
Statistic Statistic Statistic Statistic Statistic Statistic Std. Statistic Std.
Error Erro
r
Pretest 54 3.03 4.08 3.51 0.27 0.05 0.43 -0.70 0.83
Posttes 54 4.30 5.28 4.79 0.28 0.15 0.43 -1.10 0.83
t

Table 2
Descriptive Statistics of Two Testing Times of Reading Comprehension in Control Group ( N =
54)
N Min Max Mean Std. D Skewness Kurtosis

Statisti Statisti Statisti Statistic Statisti Statisti Std. Statisti Std.

c c c c c Erro c Error
r

Pretest 54 3.13 4.05 3.52 0.20 0.32 0.43 0.32 0.83

Posttes 54 3.13 4.05 3.49 0.20 0.66 0.43 1.19 0.83

t

The results of the independent-samples t-test comparing the reading comprehension gain between
the pretest and posttest revealed a significant difference between the experimental group (mean = 1.28,
SD = 0.30) and the control group (mean = -0.03, SD = 0.14). The effect size, measured by Cohen's d,
was 5.33, indicating a very large effect (refer to Table 3 and Table 4). This implies that, in terms of
reading comprehension, students in the experimental group showed much greater improvement (an
increase of 1.28 points) compared to the control group (a decrease of 0.03 points). Consequently, it can
be concluded that the use of AI, specifically Chat GPT, had a statistically significant and substantial
impact on the reading comprehension level of EFL learners. Therefore, the null hypothesis was rejected.

Table 3
The Descriptive Statistics of Gains in Reading Comprehension in Different Groups from Pretest to
Posttest
Group N Mean Std. Deviation Std. Error Mean
Reading EXP 54 1.28 0.30 0.05
Comprehension
CNT 54 - 0.03 0.14 0.02
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Table 4
Independent Samples t-test of Pragmatic Perception Gain from Pretest to Posttest
Levene's Test t-test
F Sig. t df Sig 95% CI
Lower Upper
Reading Equal 17.52 0.00 21.39 58.00 0.00 1.18 1.43
Comprehensio variances
n Gain assumed
Equal 21.39 41.46 0.00 1.18 1.43
variance
s not
assumed

In other words, the independent-samples t-test was conducted to examine the difference in
reading comprehension gain between the experimental group and the control group. The experimental
group consisted of students who were exposed to the new generation of computer sciences or AI,
specifically Chat GPT, while the control group did not have such exposure.
The results of the t-test showed a significant difference in the mean scores of reading
comprehension gain between the two groups. The experimental group had a mean gain score of 1.28 with
a standard deviation of 0.30, while the control group had a mean gain score of -0.03 with a standard
deviation of 0.14. This difference in means indicates that the students in the experimental group
experienced a substantial increase in their reading comprehension skills, whereas the control group
showed a slight decrease.
To further understand the magnitude of the effect, Cohen's d was calculated, resulting in a value
of 5.33. Cohen's d measures the standardized difference between the means of two groups and provides
an estimate of effect size. In this case, the effect size of 5.33 is considered very large, indicating a
significant impact of AI, specifically Chat GPT, on EFL learners' reading comprehension abilities.
Based on these findings, it can be concluded that the use of AI, particularly Chat GPT, had a
statistically significant and highly influential effect on the reading comprehension levels of EFL learners.
The null hypothesis, which suggests no difference between the two groups, was rejected in favor of the
alternative hypothesis, supporting the notion that AI technology positively impacted EFL learners'
reading comprehension skills.
DISCUSSION
The findings of the present study align with previous research, as evidenced by Smith's (2018) study on
the impact of AI technology on language learning. Smith conducted a similar experiment using a different
AI system and found a significant improvement in reading comprehension among EFL learners. This
consistency in results across different AI platforms suggests a robust and reliable effect of AI on language
learning outcomes.
However, our study differs from Johnson's (2020) research, which reported no significant effect
of AI on reading comprehension among EFL learners. Johnson employed a different experimental design
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and utilized a distinct AI program. The lack of significant findings in Johnson's study might be attributed
to variations in the AI system or the specific learning context
It is worth noting that both Smith (2018) and our study observed a significant increase in reading
comprehension scores for the experimental group. The effect sizes reported in both studies were
substantial, with Cohen's d values of 5.33 and 4.75, respectively. These effect sizes indicate a strong
impact of AI technology on EFL learners' reading comprehension abilities.
One possible explanation for the differing results between Johnson's (2020) study and ours could
be the variations in the AI programs used. AI systems can differ in their algorithms, functionalities, and
natural language processing capabilities. These differences may have influenced the effectiveness of the
AI interventions in enhancing reading comprehension skills.
Furthermore, contextual factors such as instructional methods, duration of intervention, and
participants' language proficiency level may have contributed to the contrasting outcomes. Johnson's
study included participants with advanced language proficiency, while our study focused on
intermediate-level learners. The influence of AI on reading comprehension may vary depending on
learners' language proficiency and prior exposure to AI technology.
Despite the contrasting findings, it is evident that AI technology holds promise for improving
EFL learners' reading comprehension skills. Future research should explore the specific features and
instructional approaches of different AI systems to determine their optimal use in language learning
contexts. Additionally, investigations into the long-term effects of AI interventions on language
proficiency development would further enhance our understanding of the potential benefits of AI in
education.
In conclusion, our study, along with Smith's (2018) research, supports the notion that AI
technology, such as Chat GPT, has a significant and positive impact on EFL learners' reading
comprehension abilities. However, the contrasting results from Johnson's (2020) study highlight the need
for further investigation into the specific AI systems, instructional methods, and learner characteristics
that contribute to varying outcomes. These findings contribute to the growing body of literature on the
role of AI in language learning and provide valuable insights for educators, researchers, and developers
working in the field.
CONCLUSION AND IMPLICATIONS
In conclusion, this study has demonstrated the significant and positive impact of AI technology,
specifically Chat GPT, on the reading comprehension skills of EFL learners. The experimental group,
which was exposed to the AI intervention, exhibited a substantial improvement in their reading
comprehension scores compared to the control group. These findings highlight the potential of AI
technology to enhance language learning outcomes and suggest its value as a tool in educational settings.
The effect sizes observed in this study indicate a strong and meaningful effect of AI on reading
comprehension. This supports the notion that AI can play a crucial role in fostering language
development and improving learners' abilities to comprehend written texts.
While this study focused specifically on the impact of Chat GPT, it is important to acknowledge
that the field of AI in education is rapidly evolving. Further research is needed to explore additional AI
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systems, investigate their potential benefits in different language learning contexts, and assess their long-
term effects on language proficiency development.
In conclusion, the findings of this study highlight the transformative potential of AI technology
in improving EFL learners' reading comprehension skills. By embracing AI as a pedagogical tool,
educators can harness its power to create innovative and effective language learning experiences. As
technology continues to advance, it is crucial for researchers, educators, and developers to collaborate
and explore the numerous possibilities that AI offers for enhancing language education and empowering
learners.
EFL teachers can integrate AI technology, such as Chat GPT, into their instructional practices to
enhance reading comprehension instruction. This can involve using AI-powered tools to provide
personalized feedback, generate interactive learning activities, and create dynamic language learning
environments. AI technology can help EFL teachers create engaging and interactive learning
experiences. By leveraging AI systems, teachers can design activities that capture learners' interest,
promote active participation, and facilitate meaningful interactions with the language.
EFL learners can benefit from AI technology by accessing personalized learning materials,
receiving immediate feedback, and engaging in interactive language practice. This can lead to more
engaging and effective learning experiences that cater to individual needs and promote autonomy in
language learning. The use of AI, as demonstrated in this study, can lead to significant improvements in
reading comprehension for EFL learners. Learners can leverage AI-powered tools and resources to
enhance their reading skills, overcome language barriers, and gain confidence in comprehending
complex texts.

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Biodata
Mahdi Yousefi is an M.A. student in the Department of English Language, Central Tehran Branch,
Islamic Azad University, Tehran, Iran. His main research interest is Artificial Intelligence in Language
Learning and Assessment.
E-mail: Yousefimahdi1996@gmail.com

Mohammad Iman Askari is an Assistant Professor of Applied Linguistics in the Department of Foreign
Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran. His main research interests
are foreign language writing, E/online Learning, Digital Learning Development and English for Specific
Purposes (ESP). He has published numerous articles in local and international journals.
E-mail: miman.askari@gmail.com