PERCEIVED INTEGRATION OF ARTIFICIAL INTELLIGENCE-ASSISTED READING STRATEGIES AND ITS LINK TO LEARNERS’ ENGAGEMENT AND MOTIVATION IN LITERACY IN THE DIGITAL AGE
Keywords:
artificial intelligence, learners’ engagement, motivation, digital ageAbstract
This study explores how artificial intelligence–assisted reading strategies enhance learners’ comprehension levels and their impact on the future of literacy instruction. By examining how learners interact with AI tools, how these strategies are integrated into reading tasks, and how they influence learning engagement and motivation, the study can provide valuable insights into addressing the literacy needs of 21st-century learners. This study employed a quantitative-descriptive research design to explore the role of Artificial Intelligence (AI)–assisted reading strategies in improving learners’ comprehension levels and their implications for literacy in the digital age. The design was appropriate for gathering measurable data to describe the current usage, effectiveness, and outcomes of AI-supported reading interventions among learners. The participants of this study were 75 learners enrolled in the Grade 12 classes of Tagumpay Nagaño High School during the school year 2025-2026. These learners served as the primary respondents because they were digitally inclined and actively engaged in reading tasks as part of their academic requirements. Their familiarity with digital tools made them ideal subjects for exploring the impact of Artificial Intelligence (AI)–assisted reading strategies. The study concludes that AI-assisted reading strategies are most effective when meaningfully integrated into teaching and learning. Positive correlations across contexts show that embedding AI tools in guided reading, independent study, and comprehension tasks fosters a more interactive and supportive reading experience. Despite their widespread use, AI tools show no significant influence on learners’ reading motivation or voluntary engagement. They aid comprehension and vocabulary development but have minimal emotional or behavioral effects on learners’ desire to read more frequently or for enjoyment. AI-assisted reading tools play an important functional role in supporting literacy tasks such as summarization, translation, and comprehension. They make reading more accessible and efficient, especially in independent learning contexts, but their motivational impact remains limited. While learners value their usefulness, AI tools alone cannot sustain deep or lasting engagement with reading.
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