Bridging the Gap: A Hybrid Model of AI and Oral Reading for Developing EFL Communication Skills and Motivation
DOI:
https://doi.org/10.17507/tpls.1605.28Keywords:
Artificial Intelligence, communication skills development, motivation, oral reading, self-determination theoryAbstract
The study examines the application of artificial intelligence (AI) tools to enhance oral reading (OR), oral communication skills, and motivation among university-level English as a Foreign Language (EFL) learners. Despite the growing use of AI in language learning, there is limited empirical research on the interaction between AI-based activities and conventional oral reading within an integrated pedagogical context. Drawing on cognitive, motivational, and schema theories, this research examines the relationships among AI interaction, oral reading, and motivation. A quantitative cross-sectional design was employed, using a stratified random sample of 335 students across various academic levels. Data were collected using a validated 21-item Likert-scale instrument assessing three constructs: Oral Reading, AI Interaction, and Motivation. Descriptive and structural analyses were conducted to examine EFL learners' perceptions and the relationships among these constructs. Findings suggest that OR was perceived as highly important for developing communication skills (M = 4.11) and fostering intrinsic motivation (M = 4.26). Conversely, AI tools were perceived as somewhat less effective overall (M = 3.96), especially in grammar development. These results highlight a tension between AI's strengths (e.g., engagement and pronunciation feedback) and its limitations in fostering deeper linguistic competence. The findings support a hybrid instructional model in which AI augments rather than substitutes for structured oral reading tasks, with practical implications for curriculum designers and educators integrating AI into EFL instruction.
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