نوع المستند : المقالة الأصلية
المؤلفون
قسم تقنيات وتصميم التعليم، كلية التربية، جامعة جدة، جدة، المملكة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
This research aimed to investigate the impact of using the AI-based Reading Progress tool on improving the reading comprehension skill in English among seventh grade students. The descriptive and quantitative methods, with a quasi-experimental design and two groups using a pre-posttest were employed. The sample was purposive consisted of 60 female students from the seventh grade, who were randomly and equally assigned into two groups: a control group and an experimental group. A reading comprehension test was used as a tool for data collection. The results showed a positive impact of using the reading progress tool on improving the reading comprehension skill in English across four levels: literal, inferential, critical, and creative comprehension; and also in these level's sub-skills. In addition, the research provided some recommendations like the need to encourage teachers to employ the AI-based reading progress tool to improve the reading comprehension skill, and the need for educational institutions to provide the necessary resources and support to benefit from AI tools in education. It also suggested conducting studies to verify the effectiveness of using the reading progress tool and other AI-based tools in improving learners' reading comprehension skill in particular and other language skills in general.
الكلمات الرئيسية [English]
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