Current pedagogical approaches often focus

The gap

Evidence profile

Stated in the limitations and recommendations and future work and cells research gap and cells future research sections of the source papers, classified as general, spanning 6 journals. Those papers have been cited 4 times in total.

Supporting evidence — 7 representative gaps

• The effect of using Bearly AI on developing reading comprehension skills among female tenth-grade EFL students (2026) · Technology in Language Teaching & Learning · doi

  The present study’s rigorous methodology and the caliber of the evidence it generates constitute its main strengths. The theoretical framework guiding this study draws upon several key learning and instructional theories relevant to foreign language acquisition and the integration of technology in education. Moreover, by evaluating improvements in reading comprehension objectively and reducing bias through standardized procedures, the findings provide strong empirical evidence for the positive impact of AI-assisted instruction on EFL learners’ reading performance. In this context, the quasi-ex- perimental design with pre- and post-testing provides robust quantitative evidence. In addition, the use of an expert-approved instrument—the reading comprehension test—further enhances the reliability and validity of the results. Furthermore, the study is theoretically grounded in high-quality literature and a variety of empirical investigations, which further justifies the intervention and enhances the credibility of the findings. Moreover, because the intervention was implemented in actual classroom settings using authentic curricular materials, the study demonstrates high practical applicability, and the findings are directly The Effect of Using Bearly AI on Developing Reading Comprehension Skills 13 Technology in Language Teaching & Learning, 8 relevant to school-based EFL classroom instruction. Another strength is that Bearly AI’s differentiated training enhances ecological validity and learner engagement by providing authentic, tailored learning experiences. Finally, because the study examined Jordanian female tenth-grade EFL learners, a demo- graphic group that has received limited research attention, it provides context-specific insights that extend research on AI-assisted reading instruction. The present study has some limitations. It was conducted at a single secondary school for girls under the Zarqa Directorate of Education, with a relatively small sample (54 female tenth-grade students). Participants were selected using purposive sampling based on school access and laboratory avail- ability, which may have introduced selection bias and limited the representativeness of the sample. Although adequate for a quasi-experimental design, the single-site context and sample size constrain the generalizability of the findings. In addition, intact classes were used with group-level assignment, which limits causal inference. Data collection relied solely on pre- and post-tests of reading comprehension; no qualitative or pro- cess-level data (e.g., engagement, strategy use, or AI interaction logs) were collected, and explanatory interpretations are therefore theoretically informed rather than empirically verified. Using the same test for pre- and post-assessment may have introduced practice effects; although a four-week interval was maintained and test items were not reviewed during instruction, familiarity effects cannot be ruled out. Finally, the short intervention period (second semester, 2024/25) precluded examination of long- term effects, and outcomes were limited to reading comprehension, excluding other language skills.

  generalstated in limitationsevidence 5/5
  Keywords: reading comprehension instruction using evidence learning language context post test enhances intervention school limited sample
• Digital Reading Attitudes and Self-Efficacy Levels of Prospective Classroom Teachers (2026) · İnsan ve Sosyal Bilimler Dergisi · doi

  The study's findings indicate that digital reading should be addressed in teacher education programs in a more planned, practice-oriented manner. In this regard, pre-service teachers should be provided with digital reading experiences starting from the early years of their undergraduate education. Course content should include more practices related to digital library use, database searching, e-book reading, evaluation of academic sources, and critical analysis of digital texts. In addition, practical activities should be designed to support pre- service teachers who perceive themselves as less competent in using technology. The study found that willingness to use technology in teaching activities was associated with both digital reading attitudes and digital reading self-efficacy. Therefore, digital reading skills should not be limited to individual academic reading processes but should also be connected with classroom teaching practices. Pre-service teachers should be supported in selecting, evaluating, and effectively using digital texts in their teaching. Future studies may examine these processes in greater depth through qualitative methods such as interviews, observations, and classroom- based practices. *Use of Artificial Intelligence: Artificial intelligence tools, including DeepL Translator, Grammarly, and ChatGPT 5.0, were used to support the English translation, language editing, and proofreading processes. 108 Journal of Human and Social Sciences (JOHASS), 2026, 9(1), 76-114.

  generalstated in recommendationsevidence 5/5
  Keywords: digital reading service teachers practices teaching processes education academic texts activities support using technology classroom
• Artificial Intelligence in EFL Writing Instruction: A Critical Narrative Review of Feedback, Pedagogical Integration, and Learning Outcomes (2026) · Fundamental Scientific Reports in Multidisciplinary Areas · doi

  Future research should examine what learners can do after AI support is removed. A revised draft may improve immediately after ChatGPT or an AWE tool is used, but this does not show whether the learner has developed independent control. Longitudinal studies should therefore compare supported revision with later unaided writing. Measures could include accuracy, organization, lexical choice, self-editing behavior, and students' explanations of their own revision decisions. More work is also needed in secondary-school EFL classrooms. Much of the available evidence comes from higher education, where students may have stronger academic literacy and more developed self-regulation. Younger learners may need clearer boundaries, more modeling, and more teacher supervision. Studies should examine how age, proficiency, task type, teacher guidance, and assessment context interact instead of treating AI use as a single variable. Finally, feedback literacy and AI literacy should be treated as learning outcomes. Students need to learn how to ask useful questions, compare feedback sources, identify unsuitable suggestions, preserve their own meaning, and disclose assistance honestly. Teachers need support as well, since designing AI-mediated writing tasks requires time, policy clarity, and professional judgment. The most important future question is not only whether AI improves scores, but whether it helps learners become more capable and responsible writers.

  generalstated in future workevidence 5/5
  Keywords: learners whether students literacy need future examine support developed compare revision writing self teacher feedback
• Utilizing Lingua.com as an Asynchronous Learning Catalyst for EFL Reading Comprehension (2026) · Revista Electrónica de Investigación Educativa · doi

  While this study provides valuable insights into the impact of LINGUA on EFL reading comprehension, there are avenues for future research to deepen our understanding. Longitudinal studies can investigate the sustained effects of using LINGUA over an extended period, examining whether the observed improvements in reading comprehension persist and contribute to long-term academic success. Additionally, further research can explore the optimal 27 Revista Electrónica de Investigación Educativa integration of LINGUA into a blended learning environment, combining asynchronous and synchronous components. Understanding how LINGUA complements traditional classroom instruction can inform educators about the most effective ways to leverage this tool for comprehensive language skill development. VI. Conclusion This study illuminates the pedagogical potency of LINGUA as an asynchronous learning catalyst for enhancing the reading comprehension skills of EFL students. The research findings underscore the multifaceted impact of LINGUA, encompassing improvements in reading comprehension proficiency, affective-motivational outcomes, and identified facilitators of improvement. The improvements observed in various facets of reading comprehension skills indicate that LINGUA serves as a valuable tool for fostering comprehensive development. The platform's asynchronous nature provides a conducive environment for focused engagement, critical thinking, and a nuanced understanding of language nuances. This aligns with the broader literature on the benefits of asynchronous learning environments, highlighting LINGUA's specific strengths in addressing the complexities of EFL reading comprehension. Moreover, the affective and motivational outcomes revealed in the study emphasize the transformative potential of LINGUA on students' enjoyment, motivation, proficiency, and confidence in reading comprehension. Furthermore, the identified facilitators of improvement, including the acknowledgment of challenges, exposure to 28 Revista Electrónica de Investigación Educativa diverse content, and positive feedback, provide valuable insights into the factors contributing to students' enhanced learning experiences with LINGUA. This study recommends strategically integrating LINGUA into asynchronous learning methods to enhance academic proficiency, boost student motivation, and bolster confidence in essential reading skills. Ongoing professional development for educators and continued research efforts can amplify LINGUA's effectiveness in EFL reading comprehension instruction, contributing valuable insights to the broader conversation on leveraging asynchronous learning platforms for EFL education amidst the evolving landscape of educational technology. Authorship contribution: Susanto Susanto: conceptualization, literature review, methodology, data analysis, and writing. Deri Sis Nanda: conceptualization, methodology, data collection, and writing.

  generalstated in future workevidence 5/5
  Keywords: lingua reading comprehension learning asynchronous valuable insights understanding improvements development skills students proficiency provides impact
• Bridging the gap in teaching comprehension in English as First Additional Language in two Phases, Grade 3 and Grade 4 teachers’ perspective (2026) · Reading & Writing · doi

  Learners’ growth of reading comprehension in EFAL is not adequately supported by the current curriculum and classroom circumstances. Urgent improvements are required to solve this, such as giving more comprehension of a focus on lesson plans, extending EFAL instruction in Grade 3, providing students with a variety of relevant reading resources, and providing teachers and students with organised help as they move into Grade 4.

  generalstated in recommendationsevidence 5/5
  Keywords: reading comprehension efal grade providing students learners growth adequately supported current curriculum classroom circumstances urgent
• Students’ attitudes, challenges, and needs in English reading comprehension: Foundations for AI-integrated corpus-based language pedagogy (2026) · Discover Education · cited 2× · doi

  Current pedagogical approaches often focus on surface-level instruction, neglecting the development of critical and analytical reading skills. - The integration of AI in Corpus-Based Language Pedagogy is a relatively new area of research. - There is a need for innovative pedagogical approaches that address the challenges of EFL learners in reading comprehension.

  generalstated in cells research gapevidence 5/5
  Keywords: current pedagogical approaches often focus surface-level instruction neglecting
• Students’ attitudes, challenges, and needs in English reading comprehension: Foundations for AI-integrated corpus-based language pedagogy (2026) · Discover Education · cited 2× · doi

  Further research is needed to explore the effectiveness of AI-integrated Corpus-Based Language Pedagogy in EFL reading instruction. - The development of language learning materials and instructional strategies that incorporate authentic corpus-based materials and AI-integrated reading instruction should be investigated. - The study's findings can be used to inform the development of future research in this area.

  generalstated in cells future researchevidence 5/5
  Keywords: further research needed explore effectiveness ai-integrated corpus-based language

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