A Study on the Application of Artificial Intelligence in Secondary School English Reading Instruction

DOI: https://doi.org/10.62517/jhve.202616207

Author(s)

Xiao Li

Affiliation(s)

School of Foreign Language, Liaocheng University, Liaocheng, Shandong, China

Abstract

The rapid advancement of Artificial Intelligence (AI) has sparked growing interest in its pedagogical potential, particularly within secondary education. This paper explores the integration of AI into secondary school English reading instruction, a domain where traditional methods often struggle to address learners’ diverse needs. By leveraging AI-driven tools—such as intelligent tutoring systems, adaptive learning platforms, and real-time language processing applications— English reading classes can become more personalized and interactive. AI enables dynamic adjustment of text difficulty, instant feedback on reading comprehension, and recommendation of authentic materials tailored to individual proficiency levels. These capabilities not only stimulate students’ motivation and engagement but also foster autonomous learning habits. Furthermore, AI-assisted instruction supports the development of core English literacy, including critical thinking, vocabulary acquisition, and discourse analysis. The paper discusses specific implementation strategies, such as using AI for pre-reading prediction tasks, while-reading scaffolding, and post-reading assessment. Challenges like data privacy, teacher training, and resource accessibility are also briefly considered. Ultimately, the application holds promise for enhancing teaching quality and language learning. This analysis aims to offer practical insights and guidance for responsibly harnessing the potential of AI.

Keywords

Personalized Learning; Adaptive Feedback; Student Engagement; Teaching Efficiency; Digital Literacy

References

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