Artificial Intelligence in Higher Education: The Power and Damage of AI-assisted Tools on Academic English Reading Skills

Phalla Chea; Yangtian Xiao

doi:10.58421/gehu.v3i3.242

DOI:

https://doi.org/10.58421/gehu.v3i3.242

Authors

Phalla Chea Dali University, Yunnan, China https://orcid.org/0009-0004-6216-7276
Yangtian Xiao Dali University, Yunnan, China

Keywords:

Artificial Intelligence (AI), Higher Education, Academic English Reading Skills, Mixed-method Approach

Abstract

The research explores the impact of AI-assisted tools on academic English reading skills in the classroom and personalized learning among university students regarding how AI tools complement students’ assessments. To conduct this research, 24 students were divided into two groups of equal size: a control and an experimental group, which will be involved in an experimental study: one group using solely conventional methods and another group using AI-assisted tools in addition to conventional methods. The goal is to gain evidence on the effectiveness of AI-powered tools in enhancing reading comprehension, vocabulary acquisition, and critical thinking while identifying potential damage, such as overreliance on AI and ethical implications. It employed a mixed-methods approach, which involved an experimental study, survey, and semi-structured interview with students who either have or have not utilized AI for English reading learning. In the experimental research, pre-and post-tests were used to compare the differences in English academic reading scores between two groups of students. The survey was used to determine the students’ opinions on the effectiveness of AI tools, and individual semi-structured interviews were employed to obtain more detailed information. The findings posit that the involvement of AI tools in facilitating traditional teaching and learning methods has a more significant positive effect on improving academic English reading skills in educational settings, offering better convenience and effectiveness for students. However, challenges such as overreliance on AI and ethical implications were emphasized. The research provides invaluable insights into the potential benefits and challenges of evolving AI tools to enhance higher education English reading skills in educational settings.

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Author Biography

Yangtian Xiao, Dali University, Yunnan, China

A.P. Yangtian Xiao is a renowned Chinese scholar with a Ph.D. in Art in English Language and Literature from Shanghai International Studies University and a Master's degree in Art in English Language and Literature from Southwest University. She has published numerous scholarly articles, and is a respected member of various academic organizations. Her project titled with “Development and Application of Reading Literacy Assessment Scale for English Young Learners in China” has been funded by the Humanities and Social Science Fund of the Ministry of Education of China since 2021 and her project titled with “A Research on Improving Diagnostic-assessment-based College English Reading Ability” has been funded by Dali University since 2022. And she has been as an academic member participating in the key project of developing China’s Standards of English (short for CSE) funded by the Ministry of Education's research project on philosophy and social sciences. In 2023, she was also given a title of “Youth Talent in Developing Yunnan Province” by Yunnan government for her academic contribution in her field.

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