مجلة الآداب والعلوم الإنسانية
Volume 18, Numéro 2, Pages 867-890
2025-12-28

Ai And Collaborative Learning In Efl Reading Instruction: A Classroom-based Study With First-year English Students At Batna 2 University



Authors : Baadache Hind . Latreche Khedidja .

Abstract

The present study delineates a classroom-based intervention that combined artificial intelligence (AI) tools with collaborative learning in a first-year 'Reading and Text Analysis' module at Batna 2 University, Algeria. The research aimed to boost students' academic reading skills, particularly comprehension, vocabulary use, and inference-making, by integrating peer learning with AI-assisted scaffolding. The group chosen purposefully contains fifty-eight undergraduate students who were engaged in group reading assignments over twelve weeks through twelve sessions. Throughout the sessions, students were supported by Voyant Tools, Grammarly, Hypothes.is.is, and ChatGPT. A mixed-methods design was employed to account for students' progress comprehensively, with pre- and post-tests administered to capture measurable gains in skill development. Simultaneously, weekly reflections, teacher observations, and focus group interviews were conducted to corroborate these outcomes and add richer, contextual insights. The data analysis revealed substantial effect sizes and statistically significant gains, indicating that the students made considerable progress. The findings demonstrate the efficacy of integrating collaborative learning with AI assistance to improve learners' reading ability in the EFL context. Students who acknowledged using AI technologies concurred that collaboration increased their likelihood of engaging with diverse texts and enhanced their confidence in reading assignments. However, there were some challenges, such as a lack of students' digital literacy and ocasionally a remarkable over-reliance on content created by AI. Overall, the results suggest that combining collaborative and AI-based tools is a valuable and effective way to improve reading and text analysis in higher education institutions.

Keywords

AI Tools ; Collaborative Learning ; Reading ; Text Analysis

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