This study explores student perceptions of AI-generated reading strategy activities in comparison to a traditional textbook-based approach in a first-year university English course. A survey of nine Education department students was conducted using a six-point Likert scale to assess self-reported engagement, reading comprehension, and the transferability of reading strategies beyond the classroom. Results indicate that while both methods were well-received, students perceived higher engagement and slightly stronger comprehension gains with AI-generated activities, likely due to their greater adaptability to class interests and proficiency levels, the inclusion of explicit strategy instruction, and increased content relevance. These findings highlight the potential benefits of integrating AI-generated reading strategy materials alongside traditional textbooks to improve engagement and learning outcomes. Due to the qualitative nature of this research, the author calls for future studies incorporating quantitative assessments of reading comprehension to better determine the measurable impact of AI-generated reading strategy activities in second-language reading instruction.
Davies Renaud J. (2025) studied this question.