Responsible Use of Artificial Intelligence in EFL Settings: Balancing Opportunities and Challenges Towards AI-Assisted Reading Comprehension Literacy

• Published in: Wadī Al-Nīl Lil Dirāsāt wa Al-Buẖūṯ Al-Insāniyyaẗ wa Al-Iğtimāʿiyyaẗ wa Al-Tarbawiyyaẗ
• Main Author: Abeer Albatli
• Format: Article
• Language: Arabic
• Published: Cairo University, Faculty of Arts, Khartoum Branch 2026-04-01
• Subjects: artificial intelligence; AI literacy; cognitive dependence; reading comprehension; ChatGPT
• Online Access: https://jwadi.journals.ekb.eg/article_501455_832af1e8b3aa2ffbf66aac21d0cd4ea5.pdf
• ISSN: 2536-9555; 2682-4582

Artificial intelligence (AI) tools, especially ChatGPT, are increasingly used in language teaching and learning across different areas, including the four language skills. AI has directly shifted EFL learners’ approach to written texts, resulting in enhanced understanding. However, misuse of AI can lead to overreliance, uncritical acceptance of AI outputs, unethical practices, and academic integrity issues. This highlights the growing need of a reading-specific literacy framework to guide optimal AI usage. Accordingly, this study sought both to assess undergraduate students’ levels of AI-Assisted Reading Comprehension Literacy (AARCL) across the dimensions of AI knowledge, AI applications, AI Cognitive dependence, Critical Evaluation of AI Outputs, Ethical Awareness, and Perceived Utility of AI in Reading and to suggest a structure of a framework for this literacy. A total of 128 Saudi undergraduate EFL learners (65 females and 63 males) completed the 33-item AI-RCL scale. The validity and reliability of the scale were established through psychometric analyses to support its use as a structural foundation for the framework. Results of the scale indicated an overall moderate level of AI literacy, but with variation across dimensions—all within the moderate range. Findings reinforced the necessity of developing a comprehensive AI literacy framework in relation to reading comprehension to guide students’ AI education and ensure responsible and effective AI use in reading contexts.