English Foreign Language Learners’ Perceptions of Artificially Intelligent as Assisted Tool

Abstract

This study investigates EFL learners’ perceptions of Character AI as a supportive tool for enhancing reading comprehension. Using a descriptive qualitative design, data were collected from 22 participants through a Likert-scale questionnaire and open-ended responses. The findings reveal generally positive perceptions of Character.AI, particularly in supporting vocabulary development, recognizing important details, and increasing reading engagement and motivation through contextual and narrative-based interactions. However, its effectiveness in assisting learners in identifying main ideas, interpreting implied meanings, and fostering critical thinking shows varied responses, with many participants remaining neutral and a small proportion expressing disagreement. These variations suggest that the benefits of Character AI depend heavily on learners’ reading strategies, individual abilities, and the quality of interaction with the platform. Overall, Character AI serves as a supportive learning tool that can enrich reading experiences and aid specific aspects of comprehension, but it does not independently guarantee improvement in overall reading comprehension skills. Its optimal effectiveness requires complementary reading strategies and appropriate instructional guidance.