The Effectiveness of Google Read Along in Enhancing Reading Skills Among Primary ESL Learners

Abstract

Artificial intelligence (AI)-powered reading applications are increasingly being used to support English as a Second Language (ESL) literacy development. This mixed-methods, one-group pre-test–post-test study examined the effectiveness of Google Read Along in improving reading fluency and comprehension among Year 5 ESL learners in a mixed-ability classroom in Pasir Gudang, Malaysia. Many learners experience reading difficulties due to varying proficiency levels and limited opportunities for individualised support. To address this issue, Google Read Along was implemented as an AI-powered reading application incorporating automatic speech recognition (ASR), immediate feedback, and guided reading support. Thirty purposively selected pupils participated in a six-week intervention comprising 18 sessions, each lasting 30 minutes and conducted three times per week. The quantitative findings showed significant improvements in both reading fluency and comprehension. These results were further supported by teacher observations and learner questionnaires, which indicated increased motivation, engagement, and confidence. Pupils also reported more positive perceptions of reading than with traditional Big Book shared reading. However, because the study employed a one-group design without a control group, the findings should be interpreted with caution. Future studies using experimental designs are recommended to provide stronger evidence of the intervention's effectiveness.

A quantitative research design employing a pre-test and post-test approach was conducted with thirty Year 5 pupils who participated in thirty-minute reading sessions three times a week over six weeks. The findings indicate improvements in reading fluency and comprehension. Teacher observations and learner feedback further revealed increased motivation, confidence, and engagement. These results suggest that AI-assisted reading tools can support accessible and effective literacy development in diverse classroom settings.