Sabah Jamil Al-Nawaiseh- Department of Educational Technology, Faculty of Arts and Educational Sciences, Middle East University, Amman, Jordan
The study investigates the effect of using mobile-based Artificial Intelligence (AI) applications on the development of English reading skills among primary students in Jordan. The researcher employed a quasi-experimental design. The sample consisted of 60 fifth-grade students selected using purposive sampling and assigned to two group: an experimental group of 30 students who received instruction through a mobile AI- application and a control group of 30 students who were taught using traditional methods. Traditional instruction relied on teacher explanation, textbook-based activities, and conventional drills, with students required to read aloud to the teacher, who monitored their progress. Students were also required to read the text aloud to the teacher, who monitored their progress during reading. The study was conducted at Independent International Schools during the 2024–2025 academic year. The study instrument consisted of an observation checklist. The results indicated statistically significant differences between the two groups, favoring the experimental group (F(1,57) = 149.619, p < 0.001, η2 = 0.710), which was attributed to the use of AI applications in teaching reading skills. The study recommended organizing training workshops for teachers to familiarize them with AI applications that support and enhance teaching, as well as adopting new strategies aligned with modern technological advancements to meet students’ needs and interests. These findings suggest that AI applications can enhance reading skills and highlight the importance of teacher training and further research on AI-assisted learning.
1 Introduction
Technology has become a fundamental component of daily life. The rapid pace of modern developments and continuous innovations has profoundly influenced the educational process, driving a transformation in the approaches used to enhance students’ skills. This underscores the urgent need to integrate various technological tools, software, and applications a keep pace with these swift changes and meet the demands of the digital era (Khalaf and Wali, 2025).
Technology has played an important role in changing how people learn, offering flexible and effective ways to study. The COVID-19 pandemic and global lockdowns sped up this change, making mobile devices and digital platforms even more essential. As a result, it became clear that learning environments need to be flexible and keep up with ongoing technological advances (Esgrina and Generale, 2023; Didmanidze et al., 2023). Now, teachers must build new skills and redesign their lessons to align with e-learning practices, which have become necessary due to the rapid pace of digital change (Yasin et al., 2024).
Technological progress is now a key part of daily life and has changed education in many ways, underscoring the importance of using digital tools to improve teaching and learning (Didmanidze et al., 2023). As technology becomes more central to education, teachers need to develop new skills to create lessons that work well with e-learning environments (Yasin et al., 2024). This change shows that traditional teaching methods cannot keep pace with rapid digital advances, so teachers must learn to use digital platforms and educational software as essential parts of modern education (Esgrina and Generale, 2023).
Artificial intelligence (AI) is becoming increasingly important in modern education. It has helped improve student performance, raised the quality of education, and supported the development of skills needed for future jobs, which shows why it should be included in curricula (Fattah et al., 2023). In teaching English as a Foreign Language (EFL), traditional methods often struggle with limited class time, large groups, insufficient opportunities for individual practice, and limited exposure to real language. These challenges make AI-based solutions valuable, as they can offer personalized learning, adaptive exercises, and real-time feedback.
Studies show that AI can help solve these problems by making learning more interactive on computers and mobile devices. It supports skills like reading, writing, vocabulary, and pronunciation, and lets students practice on their own without always needing a teacher (Alharbi, 2023). For instance, apps like Duolingo and Hello English, as well as local platforms in Jordan, have improved EFL learning, leading to better reading, vocabulary, and motivation. However, to use AI tools successfully, teachers need to be prepared, schools need the right technology, and there must be training to address issues such as students relying too much on technology, integrating AI into current curricula, and ensuring everyone has access (Kirkpatrick, 2008).
Fields of technology and science are effectively applied across various aspects of daily life (Majhanovich, 2014). One of the primary challenges in learning English is developing reading skills, which require students to connect sentences and accurately pronounce letters, thereby reflecting their linguistic abilities and enabling teachers to assess their tendencies and competencies (Al-Nawaiseh et al., 2024a,b; Al-Said, 2023).
In Jordan, English is officially recognized as the second language and is taught as a core requirement in schools. However, as it is not the students’ primary language, many face difficulties in teaching it and pronouncing its letters correctly (Al-Nawaiseh et al., 2024a,b). This situation highlights the need to adopt innovative educational methods that utilize information technology and artificial intelligence to enhance language learning (Zhang, 2022).
Mobile applications play a crucial role in addressing reading difficulties by correcting errors, assessing text comprehension, linking letters to sounds, generating progress reports, rephrasing content, and analyzing texts. These functionalities provide teachers with valuable tools to enhance students’ reading fluency (Asgarov and Badalova, 2024).
This study highlights the importance of integrating artificial intelligence (AI) applications into English language teaching at the primary education level, from both theoretical and practical perspectives. Such integration aims to improve students’ reading skills, support teachers in adopting practical digital tools, and update curricula to meet the demands of the rapidly evolving digital era. Additionally, the study contributes to the development of students’ digital competencies, enriches Arabic academic resources, and encourages researchers and educators to explore innovative practices in utilizing AI in education.
Consequently, the adoption of modern technological strategies in teaching English, particularly in developing reading skills through AI-based mobile applications, such as the Epic application, offers flexible and effective learning opportunities for students in Jordan.
Therefore, this study aims to examine the effectiveness of mobile-based Artificial Intelligence (AI) applications in improving English reading skills among fifth-grade students in Jordan. The significance of this study lies in its contribution to enhancing instructional practices, supporting teachers in integrating AI tools into the classroom, and providing empirical evidence to guide future research and educational policies in the field of AI-assisted language learning.
However, despite the increasing use of AI in education, there is still a lack of studies examining its effectiveness in developing English reading skills among primary students in Jordan. Therefore, this study aims to investigate the effectiveness of mobile AI applications in enhancing reading skills.
1.1 The problem of the study
English is taught as a core subject in Jordanian schools and has become essential across academic, professional, and social domains. Despite its importance, English language instruction continues to face persistent challenges, particularly in the development of reading skills. For instance, the 2018 Global ETS test revealed that fifth-grade students in Jordan performed poorly in reading, a finding confirmed by the Director of Examinations at the Ministry of Education (UNESCO, 2018).
As English is a foreign language in Jordan, both teachers and students encounter various difficulties in developing reading competency, including problems related to comprehension, speed, fluency, pronunciation, intonation, and behavioral factors such as shyness, stuttering, and interruptions (Idrees et al., 2022; Tahira et al., 2023; Al-Khader, 2022). These challenges highlight the urgent need to reconsider English language curricula. Additionally, Makhloof (2021) emphasized the importance of integrating artificial intelligence (AI) applications and training teachers in digital strategies to strengthen reading skills among basic-stage learners.
As technology advances rapidly, integrating AI into education has become increasingly important. Still, research shows that teachers need strong digital skills to use AI tools effectively in the classroom (Parveen et al., 2024). Interviews with teachers in Jordan’s public and private schools found that weak curricula and traditional teaching methods are the main reasons for students’ low reading skills. This problem persists even though regional conferences, such as the Conference on Technology, Learning, and E-Learning (Ministry of Education (UAE), 2019) and the Arab World Education Conference “Towards an Outstanding Educational System” (Ministry of Education Jordan, 2018), have repeatedly recommended the use of modern digital strategies for teaching English.
Recent studies (Hwang et al., 2023; Al-Husseini and Qasim, 2023) have shown that mobile applications can improve learning outcomes and develop students’ language skills, reaffirming the importance of employing such tools in classroom practices. Nevertheless, research on the use of AI-based mobile applications to develop reading skills among Jordanian basic-stage students has shown that these applications improve reading skills.
There is still limited research on the use of AI-based mobile apps like Epic to help Jordanian primary students develop reading skills. This study aims to determine how effective the Epic app is at improving English reading skills among basic-stage students in Jordan. By exploring this, the study aims to fill a research gap and improve English teaching through AI-powered educational tools (Sun et al., 2020).
This study will look at how well the Epic AI-based mobile app helps basic-level students in Jordan improve their English reading skills. The goal is to fill a research gap and improve English teaching through AI-powered technology. The study will answer the following question.
What is the effect of using artificial intelligence-based mobile applications on developing English reading skills among basic-stage students in Jordan?
Based on this research question, the study proposes the following hypothesis:
There is no statistically significant difference in English reading skills between fifth-grade students who use AI-based mobile applications and those taught using traditional instructional methods.
2 Literature review
2.1 Definition and characteristics of AI
Artificial Intelligence (AI) was first introduced in 1956 at Dartmouth College in the United States by John McCarthy, who defined it as a branch of computer science aimed at stimulating human intelligence in decision-making. AI refers to the ability of technological systems to draw logical conclusions and perform tasks that mimic human cognitive processes, relying on advanced computational models and data (Al-Qarni and Omran, 2021; Coleman, 2020).
Artificial Intelligence (AI) enables computers to mimic human intelligence by solving problems, analyzing data, and making decisions with efficiency similar to human reasoning (Al-Nawaiseh et al., 2024a,b). Its features include self-learning from experiences, adapting to environmental changes, processing large volumes of information accurately and rapidly, extracting knowledge for informed decision-making, and interacting intelligently with users. These capabilities enable AI to enhance human collaboration and increase productivity (Al-Nawaiseh et al., 2025; Tabieh, et al., 2021).
In the educational context, AI applications extend beyond simple automation (Al-Yajzi, 2019). They provide adaptive and interactive tools that respond to students’ individual needs, levels, and preferences (Sun et al., 2020). They emphasized that AI-driven language learning programs, for example, support learners in improving their English proficiency by offering personalized interactive exercises tailored to their educational level.
2.2 AI in education
The International Society for Technology in Education (ISTE, 2020) highlighted in its 2021 report, Educational Technology for All, that AI has introduced a fundamental transformation in education. It enables the design of personalized learning experiences that cater to the needs and abilities of each student, while also automating repetitive administrative tasks, thereby saving teachers’ time for more meaningful pedagogical engagement (Zhang, 2022).
Artificial intelligence (AI) has brought about significant transformations in education by supporting information management, analyzing student performance, refining teaching methods, and delivering personalized learning. Its applications, such as automated assessment and content analysis, improve educational efficiency and student success. This study aims to explore the importance of AI and its innovative solutions in advancing education systems (Darican, 2025).
Furthermore, advanced AI tools, such as machine learning and virtual reality play a vital role in simplifying complex concepts and providing opportunities for practical skill development (Al-Nawaiseh et al., 2024a,b) asserted that such technologies not only support student understanding but also increase the efficiency and effectiveness of the learning process (Said et al., 2025). AI applications have also been shown to improve formative assessment practices by delivering targeted feedback, facilitating student–content interaction through chatbots, and creating interactive learning environments that increase student motivation (El-Shara, 2025; Alharbi, 2023).
2.3 AI and language learning/reading skills
Within the field of language education, AI has proven to be particularly effective in enhancing reading skills. AI-powered reading applications are capable of suggesting alternative spellings, providing accurate linguistic contexts, and employing predictive completion techniques that support learners in text construction. Alharbi (2023) noted that these applications improve the quality of students’ written outputs and strengthen their reading comprehension abilities. Similarly, Huang et al. (2022) and Mu (2029) argued that automated reading assessment tools and real-time feedback systems enhance learners’ ability to interact with texts in meaningful and adaptive ways.
Several studies have highlighted the role of artificial intelligence in enhancing educational outcomes. In particular, AI-driven adaptive texts have demonstrated outstanding potential in enhancing students’ reading comprehension by tailoring instruction to individual learner needs, offering interactive learning experiences, and fostering autonomous learning (Chakurova, 2024; Hınız, 2025; Grabe, 1988).
Nazari et al. (2021) further explained that predictive and automated text generation technologies, supported by massive databases, contribute to providing intelligent reading support that helps learners acquire advanced linguistic and technical knowledge. These tools have become increasingly important given the global status of English as an international language, as AI-driven reading systems offer learners instant corrective feedback and encourage more active engagement with written materials.
2.4 The epic application
Epic is a digital reading platform designed primarily for children, offering access to thousands of books, audiobooks, and educational resources. It is available as a mobile application on both Android and iOS devices, as well as through web browsers, which makes it highly accessible for learners. The application provides personalized reading recommendations based on student interests and reading levels, incorporates interactive features to foster engagement, and supports teachers with classroom management tools, including progress tracking and assignment management. Its availability on smartphones and tablets allows students to practice reading anytime and anywhere, thereby promoting continuous learning beyond the classroom (Epic, 2024) (Figure 1).
Figure 1. Epic application.
2.5 Core language skills
Language learning involves key skills like listening, speaking, and reading, all of which are important for developing language abilities. Listening helps learners understand messages and connect ideas, which supports vocabulary growth and skill development (Chakurova, 2024; Jabr and Al-Dajani, 2015).
Speaking allows people to share information, ideas, and emotions, which helps build language skills and supports effective communication (Vangelisti and Daly, 1989; Saldaria et al., 2019). Reading means analyzing text, understanding main ideas, thinking critically about content, and using the right vocabulary and structure to show what you know (Mann, 1984; Henderson, 1977; Abu-Jamous and Youssef, 2014).
Practicing regularly and using interactive tools can further improve these skills, while also helping learners understand culture and context (Sun et al., 2020). This study focuses on reading because it is the main skill being improved with mobile learning apps.
2.6 Previous related studies
The effectiveness of mobile AI applications in enhancing English reading skills among Jordanian elementary students has been supported by various studies (Chakurova, 2024). These studies demonstrate that integrating AI technology into reading instruction significantly enhances students’ phonemic awareness and comprehension skills, resulting in improved academic outcomes.
Enhancing English language learning across different educational stages. For instance, Chakurova (2024) confirmed the effectiveness of mobile AI applications in improving English reading skills among Jordanian elementary students, emphasizing their role in enhancing phonemic awareness and comprehension. Similarly, Esgrina and Generale (2023) used a pretest–posttest experimental design to demonstrate that interactive mobile reading applications effectively improved reading comprehension and overall achievement among primary students with learning difficulties. In the same context, Esameel (2023) found that the AI-based tool Reading Progress, on the Microsoft Teams platform, significantly improved reading skills compared to traditional methods, underscoring the need for training teachers to maximize the potential of such tools.
At a broader level, Fattah et al. (2023) investigated the integration of AI in English language teaching through a mixed-methods approach, demonstrating that AI applications enhance language acquisition, comprehension, and fluency, while also providing personalized learning opportunities. However, they noted challenges, such as access issues and the need for pedagogical adaptation, providing recommendations for teachers and policymakers.
Moving beyond the elementary stage, Sudin and Swanto (2024) reported that AI-generated, learner-specific reading texts improved reading comprehension and motivation among Malaysian secondary ESL students, particularly those with low to medium proficiency. Their findings highlighted the importance of personalization, despite limitations in sample size and the influence of external factors. At the university level, Abu Qbeita (2024) demonstrated that the AI-supported Duolingo application significantly enhanced vocabulary acquisition among EFL learners at Al-Hussein Bin Talal University in Jordan, with no notable gender differences, and recommended the integration of innovative tools into curricula.
Other studies have also emphasized the role of AI in developing oral and interactive skills. Yoon (2022) demonstrated that the EBS AI PengTalk application enhanced speaking performance and fostered positive attitudes toward English learning among primary students, despite minor technical challenges. Earlier, Siu et al. (2018) explored the use of English learning applications for automated assessment, showing that educational games and algorithms can accurately evaluate student proficiency and support language learning.
Collectively, these studies highlight the increasing role of AI in enhancing various aspects of English language learning, including reading and vocabulary acquisition, speaking, and overall engagement. However, they also reveal persistent challenges, such as limited access, technical barriers, and the need for teacher training, highlighting the necessity of further research on effective integration strategies tailored to different learning contexts.
3 Methodology
3.1 Research design
To achieve the study’s objectives, the researcher employed a quasi-experimental design, which is appropriate for investigating causal relationships in educational settings. This design involves both an experimental group and a control group, with baseline measurements taken for both groups using the observation card (pretest). The experimental group then received instruction via the Epic AI application, while the control group continued with the traditional teaching method. After the intervention, both groups’ performance was measured again using the observation card (posttest) to evaluate the effect of the independent variable (AI application) on the dependent variable (English reading skills). This design allows for controlling initial differences between groups and assessing the intervention’s impact (Figure 2).
Figure 2. Research design.
3.2 Sample and data collection
The study involved 60 fifth-grade students from the Independent International Schools during the second semester of the 2023/2024 academic year. The school was chosen because it was accessible and willing to participate. Class A served as the control group (n = 30) and studied English using traditional methods. Class B was the experimental group (n = 30) and used the Epic AI application to study English.
The intervention was an instructional program delivered using the Epic AI reading app. It ran for four weeks, with students attending three 45-min sessions each week. The experimental group participated in AI-supported reading activities, including adaptive text selection, AI-guided comprehension questions, vocabulary support, and real-time feedback on their reading.
The instructional procedure followed a structured sequence:
1. Warm-up and activation of prior knowledge.
2. Engagement with the digital reading text selected by the application.
3. Interactive tasks such as comprehension and inference questions.
4. AI-generated feedback on students’ performance.
5. Teacher-guided reflection at the end of each session.
The study instrument, an observation card, was developed by reviewing the fifth-grade English textbook, focusing on reading skills, such as text comprehension, identifying main ideas, inferring meanings, and describing people, places, events, and objects. The development process involved:
1. Defining the purpose of the observation card.
2. Analyzing the academic content of the textbook.
3. Formulating specific learning outcomes.
4. Distributing reading skills across lessons and activities according to developmental stages.
The instrument was based on the Cambridge General Framework (2023) and IELTS Academic Test standards (2023). It included 12 items scored on a three-point scale (None = 1, Some = 2, Strong = 3) to evaluate students’ reading skills. Teachers recorded observations during classroom activities and during the pre- and post-test sessions, using the rubric to ensure consistent scoring across all students (A copy of the rubric is provided in Appendix).
3.3 The validity and reliability of the observing card
Validity: The observation card was reviewed by a panel of specialists to ensure face validity, assessing relevance, comprehensiveness, alignment with targeted skills, and clarity of language. Modifications were made based on their feedback.
Reliability: The reliability coefficient was calculated using Cooper’s formula, yielding a value of 0.81, indicating statistically acceptable reliability for educational research.
3.4 Data analysis
The study used Analysis of Covariance (ANCOVA) to examine how the AI-based intervention affected posttest reading scores, while controlling for pretest scores. The teaching method (AI or traditional) was the independent variable, and English reading skills were the dependent variable. ANCOVA was chosen because it adjusts for initial differences and improves the accuracy of the intervention’s estimated effect. To make the results more reliable, the analysis also included descriptive statistics for the pre- and post-tests, adjusted means, and effect-size calculations (eta-squared). The assumptions for ANCOVA, such as homogeneity of regression slopes, linearity, and independence of the covariate, were checked and confirmed in the revised analysis.
4 Results
4.1 Results related to the study hypothesis
There was no statistically significant difference at the 0.05 significance level (α = 0.05) between the mean scores of the experimental group, which used the AI-based mobile application, and the control group, which used the traditional method, in developing reading skills.
4.2 Pretest equivalence
To examine this hypothesis, the researcher first verified the equivalence of the two groups by administering the reading skills scale as a pretest to both groups before implementing the AI-based teaching strategy. The equivalence check ensures that any posttest differences can be attributed to the intervention rather than pre-existing differences. The means and standard deviations of the students’ scores in the experimental and control groups were calculated, followed by a t-test to determine the significance of differences between the means. Table 1 presents these results.
Table 1. Equivalence of the experimental and control groups on the reading skills pre-test.
As shown in Table 1, there were no statistically significant differences between the mean scores of the experimental and control groups on the reading skills scale. The t-value was 1.374, with a significance level of 0.213, which is greater than α = 0.05, indicating that the two groups were equivalent prior to the intervention.
4.3 Posttest descriptive results
Additionally, the means and standard deviations of the fifth-grade students’ posttest reading skills scores for both groups were calculated. Table 2 presents the descriptive statistics for posttest reading skills scores.
Table 2. Means and standard deviations of fifth-grade students’ posttest reading skills scores.
As shown in Table 2, the experimental group achieved higher mean posttest scores than the control group, indicating an improvement in reading skills. There are apparent differences in the means and standard deviations between the experimental and control groups on the reading skills scale.
4.4 ANCOVA results
An Analysis of Covariance (ANCOVA) was conducted to determine the statistical significance of differences in posttest scores while controlling for pretest differences. All ANCOVA assumptions, including linearity, homogeneity of regression slopes, normality, and independence of the covariate, were explicitly verified.
As shown in Table 3, there is a statistically significant difference at the 0.05 level (F = 149.619, p < 0.001) between the posttest reading skills scores of the experimental and control groups, favoring the experimental group.
Table 3. ANCOVA results for fifth-grade students’ posttest reading skills scores.
To determine which group the differences favor, the adjusted means for both groups on the reading skills scale were calculated, as presented in Table 4.
Table 4. Adjusted means for posttest reading skills.
Table 4 shows that the adjusted mean confirms the experimental group outperformed the control group. The effect size (η2 = 0.71) is considered large, indicating that 71% of the variance in posttest scores can be attributed to the AI-based application.
To assess the effect size, Eta squared (η2) was calculated. According to Cohen (1977), the effect size is considered small if η2 ranges from 0.10 to 0.24, medium if η2 ranges from 0.25 to 0.39, and large if η2 is greater than or equal to 0.40. Referring to the ANCOVA table, η2 = 0.71, indicating a large effect size. Therefore, 71% of the variance in the total posttest reading skills scores between the experimental and control groups can be attributed to the use of the AI-based application.
In summary, the results indicate that the experimental group, which used the AI-based mobile application, significantly outperformed the control group in posttest reading skills. The ANCOVA results (F = 149.619, p = 0.000) confirmed that this difference is statistically significant at α = 0.05, and the effect size (η2 = 0.71) is considered large, indicating that the AI-based application had a substantial impact on students’ reading skills.
5 Discussion
The results of the ANCOVA analysis indicate a statistically significant difference at the 0.05 level (α ≤ 0.05) between the mean scores of the experimental group, which used an AI-based application, and the control group, which used the traditional method, in developing reading skills among fifth-grade students in Jordan. This significant improvement in the experimental group can be attributed to the effectiveness of AI-based instruction, which provides an advanced, interactive virtual learning environment offering valuable learning opportunities tailored to students’ individual abilities and learning pace.
The enhanced performance is also associated with the interactive tools provided by the Epic application, which present texts in an engaging and accessible manner, facilitate accurate reading and pronunciation through interactive activities, and encourage active student participation in completing assigned tasks (Khalaf and Wali, 2025). According to cognitive load theory (Sweller, 2011, 2020), these interactive features help manage intrinsic cognitive load, allowing learners to focus on applying reading skills without being overwhelmed by content complexity(Al-Nawaiseh et al., 2024a,b).
These engaging educational experiences helped students develop, understand, and use reading skills in different learning settings. This shows that technology can enhance learning and support language development. These results are consistent with Limna et al. (2022) and Esgrina and Generale (2023), who found that AI and mobile-based interactive apps improve comprehension, motivation, and self-directed learning. The findings also support the constructivist approach, where students build knowledge by engaging with and interacting with content.
The findings also align with a study on the Epic reading app with first-grade Arab EFL students. That study showed the application improved reading and comprehension skills, increased engagement, and supported self-directed learning. It also helped students connect sounds to letters and develop correct pronunciation, which boosted their confidence and motivation to keep learning with modern technology (Khalaf and Wali, 2025).
However, these results differ from those of Huang et al. (2022), who reported several challenges in adopting innovative technologies in classrooms, primarily due to a lack of knowledge regarding their application and functionality.
The positive outcomes observed in this study can be attributed to the high effectiveness of the AI applications used by the students, which enhance linguistic skills by providing varied suggestions and formulations (Zhang, 2022). The teacher’s role remains essential in guiding students, clarifying the steps required to develop their skills, and encouraging collaborative work and knowledge sharing in diverse learning settings (Coleman, 2020).
The integration of the Epic application also enhanced educators’ classroom management capabilities, providing teachers with additional tools to organize lessons and monitor student progress effectively. Additionally, the application facilitated greater parental involvement through its home-access features, thereby strengthening the connection between the school and home learning environments (Khalaf and Wali, 2025). These improvements also reflect constructivist learning principles, where learners actively construct knowledge by interacting with content and connecting new information with prior experiences.
The application actively supports students’ engagement in learning by enabling them to organize ideas, plan projects and tasks, complete assignments, improve reading strategies, and apply new vocabulary across various contexts. Ismail (2024). This contributes to the development of reading skills, critical and creative thinking, and encourages more effective decision-making. These findings are consistent with Berendt (2020), who confirmed that the use of innovative technologies can enhance learners’ creativity. Furthermore, the AI application promotes lifelong learning skills, as students internalize strategies, engage in repeated practice, and apply new knowledge in multiple contexts, reinforcing sustainable academic progress (Al-Nawaiseh et al., 2024a,b).
Moreover, the experimental group’s progress relative to the control group is also linked to students’ prior familiarity with the application, which is accessible anytime and anywhere via mobile devices or other connected platforms, aligning with students’ preferences and learning orientations. The application further fosters a continuous learning mindset through its repetition features, allowing students to access knowledge in a structured and sustainable manner, thus supporting ongoing academic success.
Overall, the findings indicate that AI-based mobile applications significantly enhance reading skills, engagement, and learning strategies among fifth-grade students, confirming the study hypothesis and highlighting the educational value of integrating AI in EFL classrooms.
6 Conclusion
The study addressed a critical research gap by examining the effectiveness of AI-based applications, particularly mobile tools such as the Epic reading application, in enhancing English reading skills among fifth-grade students. The study’s results indicate that the use of AI-based applications, particularly mobile-based tools such as the Epic reading app, significantly enhances fifth-grade students’ reading skills compared to traditional methods. The application provides an interactive learning environment that not only increases student engagement but also helps them identify and correctly pronounce challenging words, while facilitating the application of new vocabulary in various educational contexts.
These features collectively boost students’ confidence, promote self-directed learning, and align with the constructivist approach by enabling learners to actively construct knowledge. Moreover, the positive outcomes demonstrate the application’s capacity to foster communication with parents and provide continuous learning opportunities through revisiting activities. It also encourages collaborative learning by promoting group participation and enabling students to benefit from diverse language experiences. Overall, these findings highlight the strategic importance of integrating AI-based applications into educational practices to enhance linguistic skills and support both individual and collaborative learning processes.
7 Recommendations
7.1 Educational implications
• Create new teaching methods that leverage AI to help students improve their reading skills, address individual needs, and support learning in digital environments.
• Use the Epic app in English classes to check and strengthen students’ overall English skills.
7.2 Policy recommendations
• Offer training and workshops for teachers on how to use AI tools that help students develop their reading skills.
• Encourage schools to incorporate AI tools into their lessons and ensure they have the resources needed to use them effectively.
7.3 Future research directions
• Conduct long-term studies to examine how AI tools affect reading and other language skills.
• Study how AI apps work for students of different ages, school levels, and backgrounds to find the best ways to use them.
• Look into other factors that might affect how well AI learning works, such as students’ motivation, teachers’ preparedness, and parents’ involvement.
Along with advice for teachers and curriculum developers, there are also practical tips to help students improve their learning. Students should try adding Mobile-AI training to their daily study habits and use the app for independent learning. Doing this helps them practice on their own, build reading skills, and stay motivated and engaged.
8 Limitations
Although this study showed positive results, it has some limitations. The sample only included fifth-grade students from certain schools in Jordan, so the findings may not apply to other groups. The AI-based application was used for a short time, making it unclear how it might affect reading skills in the long run. The study also focused only on reading skills and did not measure other language abilities, thereby narrowing the conclusions. Some students may have used similar applications before, which could have influenced their performance and the results.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
The studies involving humans were approved by Sabah Jamil AL-Nawaiseh from the Middle East University. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study.
Author contributions
SA-N: Writing – original draft, Writing – review & editing.
Funding
The author(s) declared that financial support was received for this work and/or its publication. The author is grateful to Middle East University, Amman, Jordan, for providing financial support to cover the application fee for this research article.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Generative AI statement
The author(s) declared that Generative AI was not used in the creation of this manuscript.
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Supplementary material
The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2025.1718822/full#supplementary-material
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Keywords: mobile AI-application, effectiveness, mobile AI, primary school students, reading skills, enhancing
Citation: Al-Nawaiseh SJ (2026) The effectiveness of mobile—AI applications in enhancing English reading skills: an experimental study among Jordanian primary school students. Front. Educ. 10:1718822. doi: 10.3389/feduc.2025.1718822
Edited by:
Haroon N. Alsager, Prince Sattam Bin Abdulaziz University, Saudi ArabiaReviewed by:
Otang Kurniaman, Riau University, IndonesiaFenglin Jia, The Hong Kong Polytechnic University, Hong Kong SAR, China
Muchamad Muchibbuddin Waly, Universitas Negeri Yogyakarta, Indonesia
Abdessallam Khamouja, Ibn Tofail University, Morocco
Copyright © 2026 Al-Nawaiseh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Sabah Jamil Al-Nawaiseh, c25hd2Fpc3NlaEBtZXUuZWR1Lmpv