EFL learners’ motivation and engagement with oral reading activities and AI tools: exploring the effect of gender, study level and English language proficiency

This study explores the relationship between intrinsic/extrinsic motivation and EFL learners’ engagement with oral reading activities and AI-based tools, while assessing the influence of gender, academic level and proficiency level on their perspectives. A quantitative approach was adopted, utilizing a Likert-scale questionnaire administered to 297 participants. The questionnaire measured three key dimensions: Oral Reading, AI Interaction and Motivations. The findings indicated a robust positive correlation between motivation and oral reading engagement, alongside a notable (although weaker) association between motivation and interaction with AI tools. Although gender and skill level exhibited no significant effects, master’s students displayed fewer favorable sentiments toward oral reading and AI technologies than undergraduates. In light of these findings, we advocate for prioritizing oral reading as a motivational tactic, augmenting AI personalization capabilities and customizing instructional methods to align with learners’ academic levels.