The effect of using Bearly AI on developing reading comprehension skills among female tenth-grade EFL students

Abstract

This study examined the association between the use of the artificial intelligence (AI) platform Bearly AI and the development of reading comprehension skills among female tenth-grade EFL students in Jordan. The sample comprised 54 female tenth-grade students, and a quasi-experimental design was employed, with an experimental group receiving AI-supported reading instruction and a control group following conventional textbook-based instruction. Validated pre- and post-tests were administered to assess changes in students’ reading comprehension. The data were analyzed using descriptive statistics and inferential procedures, including ANCOVA and MANCOVA. The results showed that students who engaged in AI-supported reading activities demonstrated higher post-test performance in overall reading comprehension and across five reading sub-skills compared with those who received conventional instruction. The findings suggest that integrating AI-based tools such as Bearly AI into EFL reading instruction is associated with improved reading outcomes and may support more differentiated, data-informed instructional practices in secondary school contexts.