Saudi Female EFL University Students’ Perceptions of Artificial Intelligence (AI) Tools to Improve Reading Fluency and Digital Literacy: ChatGPT as an Example

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Detalles Bibliográficos
Publicado en:	International Journal of Education & Literacy Studies vol. 13, no. 3 (2025), p. 14-28
Autor principal:	Maha Abdulmalik Althobaiti
Publicado:	Australian International Academic Centre PTY. Ltd (AIAC)
Materias:	Feedback Comprehension Fluency College students Digital literacy Artificial intelligence Human-computer interaction Perceptions Second language reading Word recognition Computer assisted language learning Females English as a second language instruction Reading instruction Usability Language acquisition English as a second language University students Foreign language learning Influence Chatbots Motivation Hypotheses Vocabulary development Literature reviews Education Internet Teachers Teaching Acknowledgment Vocabulary Social Conventional Instruction Reading Fluency English (Second Language) Reading Improvement
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Descripción
Resumen:	This study investigates Saudi female EFL university students' perceptions of ChatGPT as a tool for enhancing reading fluency, a persistent challenge in Saudi EFL education. A quantitative survey of 61 participants assessed ChatGPT across five domains: usability, fluency support, word recognition, engagement, and feedback. Results indicated strong positive perceptions overall (M = 4.53), with the highest ratings for word recognition/comprehension (M = 4.59) and usability (M = 4.56). Feedback (M = 4.54) and engagement (M = 4.50) were also highly valued, though fluency-specific impacts were slightly lower (M = 4.43), implying ChatGPT’s indirect benefits via vocabulary and motivation. The study concludes that ChatGPT effectively complements traditional instruction but recommends structured fluency exercises for optimal outcomes. These findings offer practical insights for EFL educators and underscore the need for longitudinal research on AI’s role in fluency and digital literacy development in reading contexts.
ISSN:	2202-9478
Fuente:	Health & Medical Collection