| تعداد نشریات | 45 |
| تعداد شمارهها | 1,532 |
| تعداد مقالات | 18,624 |
| تعداد مشاهده مقاله | 61,197,672 |
| تعداد دریافت فایل اصل مقاله | 21,995,629 |
An Exploration into Dyslexic EFL Learners’ Reading Comprehension through AI Tools | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 8، دوره 18، شماره 37، مهر 2026، صفحه 133-150 اصل مقاله (811.31 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.72883.2875 | ||
| نویسندگان | ||
| Sepideh Ebadi1؛ Marjan Asadi2؛ Saman Ebadi* 3 | ||
| 1Department of English, Razi university | ||
| 2Department if English, Tehran University | ||
| 3Razi University | ||
| چکیده | ||
| This study investigates the efficacy of Speechify, an AI voice assistant, in aiding reading comprehension among adult EFL learners with dyslexia. Using a qualitative research design, this study explored how Speechify influenced perceived reading comprehension, reduced anxiety, and increased motivation over the course of 12 sessions of a reading workshop involving 16 dyslexic EFL learners. The validated Adult Dyslexia Checklist was used to identify participants with moderate-to-severe dyslexic profiles. The semi-structured interviews provided qualitative data and thematic analysis was used to code, organize and identify the themes. The results indicated that the use of Speechify auditory support generally improved dyslexic learners' EFL reading comprehension. The key themes that emerged included the impact of multimodality on student learning and teacher confidence, exploration of identity and agency, and the need for more personalized learning experiences. Findings suggest that AI tools can lower affective filters that complicate language learning for neurodivergent learners, although objective literacy gains were not assessed. The findings suggest that Speechify can be a disruptive, compensatory AI tool in education for those with language-learning difficulties. | ||
| کلیدواژهها | ||
| Artificial Intelligence؛ Dyslexia؛ EFL Learners؛ Reading Comprehension؛ Speechify؛ Assistive Technology | ||
| مراجع | ||
|
Abbott-Jones, A. (2021). A quantitative study identifying the prevalence of anxiety in dyslexic students in higher education. Research Journal of Education, (71), 42-55. https://doi.org/10.32861/rje.71.42.55
Aksoy, N. and Akkoç, M. (2019). Intercultural sensitivity levels and cultural difference perceptions of physicians and nurses. Florence Nightingale Journal of Nursing. https://doi.org/10.26650/fnjn18002
Bacon, D. R. (2016). Reporting actual and perceived student learning in education research. Journal of Marketing Education, 38(1), 3–6. https://doi.org/10.1177/0273475316628819
Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. https://doi.org/10.1016/s1364-6613(00)01538-2
Bazen, L., de Bree, E. H., van den Boer, M., & de Jong, P. F. (2023). Perceived negative consequences of dyslexia: The influence of person and environmental factors. Annals of Dyslexia, 73(2), 214-234. https://doi.org/10.1007/s11881-022-00274-0
Bonifacci, P., Colombini, E., Marzocchi, M., Tobia, V., & Desideri, L. (2022). Text-to-speech applications to reduce mind wandering in students with dyslexia. Journal of Computer Assisted Learning, 38(2), 440–454. https://doi.org/10.1111/jcal.12627
Br. Chalmpe, M., & Vlachos, F. (2025). Are there distinct subtypes of developmental dyslexia? Frontiers in Behavioral Neuroscience, 18, 1512892. https://doi.org/10.3389/fnbeh.2024.1512892
Brady, S. (2020). A 2020 perspective on research findings on alphabetics (phoneme awareness and phonics): Implications for instruction. The Reading League Journal, 1(3), 20–28
Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. https://doi.org/10.1177/001440290507100205
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buchweitz, A., de Azeredo, L. A., Esper, N. B., Dalfovo, N. P., Picoli, F., da Cunha, F. S., & Grassi‐Oliveira, R. (2023). Developmental dyslexia and the stress of reading: A social stress study of neuroendocrine response in children. Mind, Brain, and Education, 17(4), 312-323. https://doi.org/10.1111/mbe.12361
Chen, B. (2023). Effective strategies that improve the reading abilities of children with dyslexia. Lecture Notes in Education Psychology and Public Media, 22(1), 270-276. https://doi.org/10.54254/2753-7048/22/20230323
Colomé, À., Peña, M., & González-Gómez, B. (2023). Proactive control of attention in math-anxious individuals. Psychological Research, 87(5), 1484-1490. https://doi.org/10.1007/s00426-022-01750-3
Cornoldi, C., Rivella, C., Montesano, L., & Toffalini, E. (2022). Difficulties of young adults with dyslexia in reading and writing numbers. Journal of Learning Disabilities, 55(4), 338-348. https://doi.org/10.1177/00222194211037061
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Daweli, T. W., & Mahyoub, R. A. M. (2024). Exploring EFL learners’ perspectives on using AI tools and their impacts in reading instruction: An exploratory study. Arab World English Journal (AWEJ) Special Issue on CALL, 10, 160-171. https://doi.org/10.24093/awej/call10.11
Dewaele, J. and Li, C. (2018). Foreign language enjoyment and anxiety: associations with general and domain-specific English achievement. Chinese Journal of Applied Linguistics, 45(1), 32-48. https://doi.org/10.1515/cjal-2022-0104
Dimililer, C., & Istek, E. (2018). Experiences of a dyslexic child in an English as a foreign language class. Quality & Quantity, 52(Suppl 2), 1391-1398. https://doi.org/10.1007/s11135-018-0730-9
Dizon, G. and Tang, D. (2020). Intelligent personal assistants for autonomous second language learning: an investigation of Alexa. The JALT Call Journal, 16(2), 107-120. https://doi.org/10.29140/jaltcall.v16n2.273
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Fathi, J., Rahimi, M., & Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions. System, 121, 103254. https://doi.org/10.1016/j.system.2024.103254
Georgiou, G. K., Martinez, D., Vieira, A. P. A., et al. (2022). A meta-analytic review of comprehension deficits in students with dyslexia. Annals of Dyslexia, 72, 204–248. https://doi.org/10.1007/s11881-021-00244-y
Gholamian, B., Shokrolahi, M., & Maleki, S. (2025). Prevalence of developmental dyslexia among primary school children in Iran: A systematic review and meta-analysis. Research in Developmental Disabilities, 125, 104231. https://doi.org/10.1016/j.ridd.2022.104231
Hillesund, T., Schilhab, T., & Mangen, A. (2022). Text materialities, affordances, and the embodied turn in the study of reading. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.827058
Huang, Y. C., & Liao, Y. H. (2022). The effects of text-to-speech on reading comprehension and reading motivation for students with reading difficulties: A systematic review. Journal of Educational Technology & Society, 25(3), 40-53.
Jelani, S., Muhamad, M., & Manaf, U. (2020). The understanding of mainstream teachers on the implementation of the semi-inclusive program in the curriculum for special education (dyslexia). International Journal of Academic Research in Business and Social Sciences, 10(10). https://doi.org/10.6007/ijarbss/v10-i10/8044
Karim, S. A., Hamzah, A. Q. S., Anjani, N. M., Prianti, J., & Sihole, I. G. (2023). Promoting EFL students’ speaking performance through ELSA Speak: An artificial intelligence in English language learning. Journal of Languages and Language Teaching, 11(4), 655. https://doi.org/10.33394/jollt.v11i4.8958
Keelor, J., Creaghead, N. A., Silbert, N., & Horowitz-Kraus, T. (2020). Text-to-speech technology: Enhancing reading comprehension for students with reading difficulty. Assistive Technology Outcomes and Benefits, 14(1), 16–35.
Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30–44. https://doi.org/10.1017/S026719051700006X
Kormos, J., & Smith, A. M. (2023). Teaching languages to students with specific learning differences (Vol. 18). Channel View Publications.
Kormos, J., Babuder, M., & Pižorn, K. (2019). The role of low-level first language skills in second language reading, reading-while-listening and listening performance: a study of young dyslexic and non-dyslexic language learners. Applied Linguistics, 40(5), 834-858. https://doi.org/10.1093/applin/amy028
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Leslie, R. (2025). ‘Oh, what does dyslexia do?’: a qualitative investigation of ableist microaggressions towards Australian dyslexic children in primary school. Disability & Society, 40(10), 2870–2895. https://doi.org/10.1080/09687599.2025.2455556
Li, M., & Zou, B. (2022). Using artificial intelligence technology as a tutor for EFL speaking practice. In Castledown Publishers eBooks (pp. 82–100). https://doi.org/10.29140/9781914291012-5
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. https://doi.org/10.1007/s11881-003-0001-9
Madhavi, E., Sivapurapu, L., Koppula, V. K., Rani, P. B. E., & Sreehari, V. (2023). Developing learners’ English-speaking skills using ICT and AI tools. Journal of Advanced Research in Applied Sciences and Engineering Technology, 32(2), 142–153. https://doi.org/10.37934/araset.32.2.142153
Martin, A. and Collie, R. (2019). Teacher–student relationships and students’ engagement in high school: does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861-876. https://doi.org/10.1037/edu0000317
Mohammad, Z. (2022). Investigating teachers of English knowledge and awareness of dyslexia: a case study in primary Iraqi schools. Arab World English Journal, 13(4), 341-354. https://doi.org/10.24093/awej/vol13no4.22
Mudra, H. and Mckinnon, T. (2022). Reading anxiety of EFL learners in Indonesian rural schools: a quantitative study. LLT Journal a Journal on Language and Language Teaching, 25(2), 739-753. https://doi.org/10.24071/llt.v25i2.5221
Mussini, E. and Russo, F. (2023). Reduction of anticipatory brain activity in anxious people and regulatory effect of response‐related feedback. Psychophysiology, 60(2). https://doi.org/10.1111/psyp.14166
Nasrudin, N., Junid, R., Rahim, S., Mohamed, Z., Azmi, A., & Abdullah, I. (2018). Interactive mobile apps (cinta 2.0) for dyslexia’s children Malay language therapy tool: focus on Malay language. International Journal of Engineering & Technology, 7(4.33), 510. https://doi.org/10.14419/ijet.v7i4.33.28165
Ooko, P. and Aloka, P. (2021). Using selected Behaviour modification practices to enhance reinforcement of reading abilities among dyslexic learners in Kenya. African Journal of Disability, 10. https://doi.org/10.4102/ajod.v10i0.707
Pan, M., Guo, K., & Lai, C. (2025). Using artificial intelligence chatbots to support English-as-a-foreign language students’ self-regulated reading. RELC Journal. https://doi.org/10.1177/003368822412640
Pouretemad, H. R., Khatibi, A., Zarei, M., & Shahgholi, M. (2014). Psychometric properties of the Persian version of adult dyslexia checklist and adult reading checklist. Psychological Achievements, 21(2), 255–268.
Roitsch, J. and Watson, S. (2019). An overview of dyslexia: definition, characteristics, assessment, identification, and intervention. Science Journal of Education, 7(4), 81. https://doi.org/10.11648/j.sjedu.20190704.11
Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94(2), 143-174. https://doi.org/10.1348/000712603321661859
Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying attention to reading: The neurobiology of reading and dyslexia. Development and Psychopathology, 20(4), 1329-1349. https://doi.org/10.1017/S0954579408000631
Snowling, M. J., & Hulme, C. (2012). Annual Research Review: The nature and classification of reading disorders—a commentary on proposals for DSM-5. Journal of Child Psychology and Psychiatry, 53(5), 593-607. https://doi.org/10.1111/j.1469-7610.2011.02495.x
Snowling, M., Hayiou‐Thomas, M., Nash, H., & Hulme, C. (2020). Dyslexia and developmental language disorder: comorbid disorders with distinct effects on reading comprehension. Journal of Child Psychology and Psychiatry, 61(6), 672-680. https://doi.org/10.1111/jcpp.13140
Stagg, S., Eaton, E., & Sjöblom, A. (2018). Self‐efficacy in undergraduate students with dyslexia: a mixed methods investigation. British Journal of Special Education, 45(1), 26-42. https://doi.org/10.1111/1467-8578.12200
Stark, Z., Snowling, M. J., & Hulme, C. (2025). Validation and reliability of the Dyslexia Adult Checklist. Dyslexia, 31(1), e1797. https://doi.org/10.1002/dys.1797
Stevani, M., & Tarigan, K. E. (2022). Need analysis of dyslexia students in English reading comprehension instructions. JEELS (Journal of English Education and Linguistics Studies), 9(2), 327–352. https://doi.org/10.30762/jeels.v9i2.520
Suárez‐Coalla, P., Martínez-García, C., & Carnota, A. (2020). Reading in English as a foreign language by spanish children with dyslexia. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00019
Sweller, J. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Syal, S. and Torppa, M. (2019). Task‐avoidant Behaviour and dyslexia: a follow‐up from grade 2 to age 20. Dyslexia, 25(4), 374-389. https://doi.org/10.1002/dys.1627
Vinegrad, M. (1994). A revised adult dyslexia checklist. Educare, 48, 21–23.
Wood, S. G., Moxley, J. H., Tighe, E. L., & Wagner, R. K. (2018). Does use of text-to-speech and related read-aloud tools improve reading comprehension for students with reading disabilities? A meta-analysis. Journal of Learning Disabilities, 51(1), 73–84. https://doi.org/10.1177/0022219416688170
Yang, H. (2022). Effect of story structure instruction based on visual analysis on reading comprehension intervention for dyslexic students. Computational Intelligence and Neuroscience, 2022, 1–8. https://doi.org/10.1155/2022/9479709
Zhang, C., Meng, Y., & Ma, X. (2024). Artificial intelligence in EFL speaking: Impact on enjoyment, anxiety, and willingness to communicate [Preprint]. SSRN. https://ssrn.com/abstract=4671736
Zou, B., Du, Y., Wang, Z., Chen, J., & Zhang, W. (2023). An Investigation into Artificial Intelligence Speech Evaluation Programs with Automatic Feedback for Developing EFL Learners’ Speaking Skills. Sage Open, 13(3). https://doi.org/10.1177/21582440231193818
Zou, M. (2023). Dyslexia and artificial intelligence. BERA Blog. https://www.bera.ac.uk/blog/dyslexia-and-artificial-intelligence | ||
|
آمار تعداد مشاهده مقاله: 24 تعداد دریافت فایل اصل مقاله: 63 |
||