INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education  
Enhancing Reading Comprehension through Interactive Learning  
with ChatGPT: An Approach for International Primary School ESL  
Learners  
Hemadarshini Nair Anadan Nair1 , Maslawati Mohamad2  
Universiti Kebangsaan Malaysia, Malaysia  
DOI: https://doi.org/10.47772/IJRISS.2025.903SEDU0737  
Received: 19 November 2025; Accepted: 25 November 2025; Published: 13 December 2025  
ABSTRACT  
This systematic literature review (SLR) examines the role of ChatGPT as an AI-powered interactive learning  
tool for enhancing reading comprehension among English as a Second Language (ESL) learners in  
international primary schools. Following PRISMA 2020 guidelines, the review synthesizes empirical studies  
published between 2020 and 2025 that investigate the effectiveness of ChatGPT-generated, personalized  
reading materials. The review addresses two research questions: (1) What are the emerging trends in  
interactive learning with ChatGPT for improving reading comprehension in ESL contexts? and (2) What  
benefits do learners and teachers report when using ChatGPT for ESL reading instruction? Seventeen studies  
met the inclusion criteria. Findings indicate that ChatGPT supports personalized and adaptive learning, leading  
to improvements in reading comprehension, vocabulary acquisition, reading fluency, and learner engagement.  
The review concludes with recommendations for integrating AI tools into primary ESL curricula to support  
inclusive, culturally responsive, and effective language instruction.  
Keywords: ChatGPT, reading comprehension, ESL, interactive learning, systematic literature review  
INTRODUCTION  
Reading comprehension is a fundamental component of English language proficiency, yet it poses  
considerable challenges for international primary school learners. These classrooms bring together students  
from diverse linguistic and cultural backgrounds whose reading needs vary significantly. Traditional,  
standardized curricula often adopt a one-size-fits-all approach that fails to accommodate such diversity. As a  
result, many ESL learners struggle with limited vocabulary, difficulty understanding culturally unfamiliar text  
content, and low engagement with reading tasks.  
Recent advancements in artificial intelligence (AI) have introduced new possibilities for supporting  
individualized language learning. Among these tools, ChatGPT developed by OpenAI has emerged as a  
promising conversational AI capable of generating personalized, level-appropriate, and culturally relevant  
reading materials. Unlike static textbooks or fixed digital content, ChatGPT can adapt texts to learners’  
interests, language proficiency, and background knowledge while providing immediate feedback during  
reading interactions. These affordances position ChatGPT as a potentially powerful tool for addressing  
persistent comprehension challenges among young ESL learners.  
Given the increasing integration of AI in education, it is essential to understand how ChatGPT can be  
leveraged effectively in primary school ESL contexts. This SLR synthesizes empirical studies to determine  
whether ChatGPT meaningfully enhances reading comprehension and related literacy outcomes for  
international primary students.  
Problem Statement  
Despite structured ESL programs in many international primary schools, a substantia l number of learners  
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ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education  
continue to perform below expected levels in reading comprehension. Research shows that standardized  
instructional approaches often overlook learners’ varying proficiency levels and cultural backgrounds, limiting  
their ability to decode texts, understand vocabulary in context, or relate meaningfully to reading materials.  
When texts lack cultural relevance or appropriate linguistic support, comprehension becomes even more  
difficult for young ESL learners.  
Personalized learning widely recognized as essential for supporting diverse student populations is not  
consistently achievable in many international schools. Large class sizes and limited instructional time make it  
challenging for teachers to tailor reading materials to individual needs. Teachers also face heavy workloads  
and cannot continuously modify texts to match each learner’s abilities, interests, and cultural experiences.  
These limitations highlight the need for innovative, scalable tools capable of generating customized reading  
content that supports learner diversity. ChatGPT, with its ability to produce levelled, culturally relevant, and  
interactive reading materials, presents a promising solution. However, empirical evidence on its effectiveness  
in primary ESL contexts remains limited. This gap underscores the importance of conducting a systematic  
literature review to examine how ChatGPT can address reading comprehension challenges among international  
primary school ESL learners.  
Research Objectives  
The primary objectives of this study are as follows:  
1. To evaluate the impact of ChatGPT-supported instruction on the reading comprehension skills of ESL  
learners in international primary schools.  
2. To assess the effectiveness of ChatGPT-driven interaction in enhancing reading fluency among ESL  
learners in primary education.  
3. To examine the influence of ChatGPT use on the vocabulary acquisition of ESL students in primary  
classrooms.  
4. To explore how ChatGPT integration affects student engagement and motivation in ESL reading  
activities at the primary school level.  
These objectives aim to provide a holistic view of ChatGPT’s effectiveness, capturing not only measurable  
improvements in language skills but also the affective and behavioral outcomes related to student engagement  
and motivation.  
Research Questions  
Based on the research objectives, this study is designed to answer the following questions:  
1. How does the use of ChatGPT influence the reading comprehension skills of ESL learners in primary  
education?  
2. How effective is ChatGPT-based interactive learning in improving reading fluency among ESL  
learners in primary schools?  
3. To what extent does ChatGPT-supported instruction enhance vocabulary acquisition for young ESL  
learners?  
4. How does the integration of ChatGPT impact student engagement and motivation in reading-related  
tasks within ESL primary classrooms?  
These questions are intended to guide the systematic review process and ensure that the analysis  
comprehensively addresses both cognitive and affective dimensions of reading instruction.  
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Significance of Study  
This study makes several significant contributions to the growing body of research on AI in education. First, it  
addresses an underexplored population—international primary school ESL learners—who are often  
overlooked in favor of secondary or tertiary learners in AI-related educational research. By focusing  
specifically on early learners, this SLR fills a critical gap and expands current understanding of how interactive  
AI tools, particularly ChatGPT, can support literacy development during foundational stages of language  
acquisition.  
Second, the study offers practical insights for educators, curriculum designers, and school administrators. The  
findings illustrate how adaptive, AI-generated reading materials can be used to accommodate diverse linguistic  
backgrounds and proficiency levels, making instruction more responsive and equitable. This is particularly  
important in multicultural international school settings where traditional instructional approaches often  
struggle to support learner diversity effectively.  
Finally, the review highlights the potential of ChatGPT to enhance the overall ESL learning environment by  
promoting personalized learning, improving student engagement, and complementing effective pedagogical  
practices. By synthesizing recent empirical evidence, this study provides a strong foundation for future  
innovations that integrate AI tools into primary ESL curricula to support more inclusive and effective language  
education.  
LITERATURE REVIEW  
This literature review synthesizes current research on the use of AI, particularly ChatGPT, in ESL  
education. It focuses on three key areas:  
1. The theoretical frameworks supporting interactive and AI-assisted learning;  
2. Empirical studies examining the impact of AI on reading comprehension and related literacy skills; and  
3. The challenges and opportunities associated with integrating AI into ESL learning environments.  
Together, these components provide a comprehensive overview of existing knowledge and establish the  
rationale for investigating ChatGPT’s role in international primary school ESL contexts.  
THEORETICAL FRAMEWORK  
This study draws on three foundational learning theories Constructivism, Cognitivism, and Self-Determination  
Theory (SDT) to explain how ChatGPT can support reading comprehension among ESL learners.  
Constructivist Learning Theory: Constructivism posits that learners actively construct knowledge through  
meaningful interaction with their environment. Learning occurs most effectively when students engage with  
content, make sense of information, and build upon their prior experiences.  
ChatGPT supports these principles by generating personalized reading materials that match each learner's  
cognitive level, interests, and cultural background. Its interactive dialogue enables students to ask questions,  
clarify meanings, and explore concepts at their own pace. By situating learning within meaningful, learner-  
centered contexts, ChatGPT facilitates deeper comprehension and supports active knowledge construction.  
Cognitivist Theory: Cognitivism emphasizes how learners process, store, and retrieve new information.  
Ausubel’s theory of meaningful learning argues that students learn best when new information is linked to  
existing cognitive structures.  
ChatGPT aligns well with this approach by providing contextually meaningful vocabulary exposure and  
scaffolded reading materials. Its ability to adapt passages to learners’ backgrounds and proficiency levels  
enhances comprehension by ensuring that new language input is connected to familiar concepts. For ESL  
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learners, whose progress depends on making meaningful associations between new linguistic information and  
prior knowledge, this alignment is especially valuable.  
Self-Determination Theory (SDT): SDT, developed by Deci and Ryan, posits that intrinsic motivation is  
strengthened when learners experience autonomy, competence, and relatedness. These elements are crucial in  
sustaining engagement and perseverance, particularly for young ESL learners who may struggle with  
confidence.  
ChatGPT directly supports these motivational needs by:  
Allowing learners to choose topics and difficulty levels (autonomy),  
Providing immediate feedback that helps them monitor progress (competence), and  
Creating interactive, conversational learning experiences (relatedness).  
By meeting these psychological needs, ChatGPT encourages greater engagement, motivation, and positive  
attitudes toward reading factors shown to significantly impact ESL achievement.  
Together, Constructivism, Cognitivism, and SDT provide a strong conceptual foundation for understanding  
how ChatGPT can enhance ESL reading instruction. Its ability to provide personalized content, adapt to  
learners’ cognitive needs, and sustain motivation positions it as a powerful supplement to traditional teaching  
methods, particularly in diverse international primary school settings.  
Empirical Studies on AI in ESL  
The use of AI in language education has been growing rapidly, with several studies demonstrating its potential  
to support multiple aspects of language learning, including reading fluency, vocabulary acquisition, and overall  
student engagement. For instance, Jendia and Ismail (2023) found that AI-generated personalized reading  
materials improved the reading comprehension of ESL learners. Similarly, Alharbi and Khalil (2023) reported  
that adaptive learning environments not only enhanced vocabulary acquisition but also positively influenced  
reading fluency.  
Koraishi (2023) further noted that interactive AI-based learning can be more engaging for students than  
traditional teaching methods. Despite these promising findings, there remains a significant gap in the literature  
concerning the use of ChatGPT specifically in primary school ESL contexts. Most existing research has  
focused on secondary or higher education, leaving questions about how young learners in international primary  
schools interact with and benefit from AI largely unexplored. Consequently, empirical studies examining  
ChatGPT’s integration with reading comprehension and other language skills for this population are scarce.  
Overall, the literature suggests that personalized and interactive learning approaches are more effective than  
conventional, one-size-fits-all methods. However, critical questions remain, particularly regarding ChatGPT’s  
role in improving reading comprehension. While many studies demonstrate gains in vocabulary and fluency,  
there is less consensus on how to measure student engagement and whether such engagement leads to long-  
term retention of language skills. Addressing these questions forms the foundation of the current systematic  
literature review (SLR) and underscores its significance in advancing our understanding of AI’s potential in  
primary ESL education.  
METHODOLOGY  
Systematic Review Research Questions  
This systematic literature review is guided by two main research questions:  
1. What trends exist in research on interactive learning with ChatGPT for enhancing reading  
comprehension in ESL contexts?  
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2. What benefits do both learners and teachers report when using ChatGPT for ESL reading instruction?  
These questions are designed to capture both the quantitative and qualitative aspects of the research,  
addressing not only the measurable outcomes of ChatGPT integration but also the experiences and perceptions  
of its users.  
Identification of Relevant Studies  
To address these questions, a comprehensive search of peer-reviewed empirical studies was conducted using  
reputable databases such as SCOPUS and ERIC. The following keywords were used in the search strategy:  
“ChatGPT and reading comprehension in ESL”  
“AI interactive learning ESL primary schools”  
“ChatGPT personalized reading ESL”  
The search was limited to studies published between 2020 and 2025 to ensure that the review reflects the most  
recent research developments. This time frame was chosen based on the rapid advancements in AI and the  
increasing adoption of digital learning tools following the COVID-19 pandemic.  
Study Selection: Inclusion and Exclusion Criteria  
The selection of studies was guided by pre-determined inclusion and exclusion criteria. The inclusion criteria  
were as follows:  
Studies were published between 2020 and 2025.  
Empirical studies focusing on interactive AI tools in ESL reading.  
Research addresses outcomes such as reading comprehension, vocabulary, fluency, or student  
engagement.  
Studies conducted in primary school contexts.  
Studies were excluded if they were published before 2020, were theoretical or non-empirical, focused on non-  
ESL contexts, or were conducted in secondary or higher education settings.  
Table 1. Inclusion and Exclusion Criteria  
Inclusion Criteria  
Exclusion Criteria  
Studies published between 2020 and 2025  
Empirical studies focusing on interactive AI tools in ESL reading  
Studies published before 2020  
Theoretical or non-empirical studies  
Studies addressing reading comprehension, vocabulary, fluency, or Studies not focused on ESL or on non-  
engagement in ESL contexts  
reading skills  
Research conducted in primary school contexts  
Studies conducted in secondary/higher  
education contexts  
Data Charting and Analysis  
Data from the selected studies were extracted and organized into a matrix table (see Appendix 1) that included  
key information such as publication, research design, sample characteristics, study objectives, and reported  
outcomes. A content analysis was then performed to identify recurring themes and patterns related to the  
impact of ChatGPT on reading comprehension. This analysis was iterative, involving repeated readings of the  
studies to refine the themes and ensure a comprehensive synthesis of the literature.  
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PRISMA Flow Diagram  
Following the PRISMA 2020 guidelines, the study selection process was documented using a flow diagram.  
This systematic process beginning with the identification of 122 articles, removal of duplicates, a screening of  
titles and abstracts, full text review, and inclusion of 17 studies is illustrated in figure 1 described below. Since  
these studies are carefully selected, the review is rigorous for inclusion.  
Figure 1. PRISMA Flow Diagram  
RESULTS  
Trends in Literature  
Research on AI interactive learning and ESL contexts shows an increase in incidence after synthesis of the 24  
studies. These data show that each year, the number of studies published escalates from 2020 to 2025. Some of  
the factors in this trend can be attributed to the faster transition to the online learning modes caused by the  
COVID 19 pandemic and the faster spread of AI technologies that empower more personalized and adaptive  
learning experiences.  
Figure 2. Total Number of Articles from 2020–2025  
Additionally, there is geographic distribution of research from the countries like Malaysia, Turkey, and Saudi  
Arabia. This distribution represents how globe wide folks are fascinated in incorporating technology in  
education and areas who’re actively investing in digital learning innovations.  
Figure 3. Distribution of Research Locations  
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Analysis of the research design that featured across the studies implies that there are more predominate studies  
which utilize a qualitative and mixed method design and less quantitative studies. The distribution of this study  
indicates that researchers in this field are mainly eager to record the fine experiences and appearances that both  
learners and teachers have when using ChatGPT.  
Figure 4. Research Design Employed by Studies  
Another point is different samples used for these studies: most of them are based on primary school learners,  
while some studies involve learners and their teachers in order to get a broad picture of what ChatGPT can do  
in the classroom.  
Figure 5. Samples Used in Studies  
Benefits of Using ChatGPT for ESL Reading Comprehension  
The content analysis of the 24 studies corresponds to several benefits associated to the use of ChatGPT in ESL  
reading instruction. The most important aspect for the learners would be personalization of reading materials.  
This feature of ChatGPT allows learners to read content that is neither too easy nor too hard, in order to be able  
to gradually improve reading comprehension.  
Benefit  
Frequency  
Articles (Authors)  
Personalized Learning  
Increased Engagement  
Improved Vocabulary  
Enhanced Reading Fluency  
5
4
3
3
Ak Sudin & Swanto (2024); Jendia & Ismail (2023)  
Lou (2023); Rahim et al. (2023)  
Muhamad et al. (2019); Pazilah et al. (2024)  
Mukred et al. (2023); Azar & Tanggaraju (2020)  
Table 2. Benefits of Learning ESL through ChatGPT (Learners)  
Studies also mention that ChatGPT promotes student engagement besides personalized learning. Release time  
to read and make notes takes away from the time to do the other things I do every day, so I had an incentive to  
do the book. What is found is that this heightened engagement is associated with increased understanding (i.e.  
comprehension increases), as well as with increased overall motivation and enthusiasm with regard to learning  
English.  
However, teachers also find great benefits in using ChatGPT. Admittedly, however, it saves a huge amount of  
time by automating the generation of prepared reading materials that are specifically tailored to the taste of the  
business. It creates flexibility for the teachers to devote more time to direct instruction and student interaction  
as they don’t spend too much time on lesson planning. Additionally, teachers agree that ChatGPT is very  
interactive and engaging, making it a very good environment for learning, and it brings a better classroom  
atmosphere in general.  
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Benefit  
Time-Saving / Flexibility  
Positive Learning Environment 5  
Enhanced Teaching Efficiency  
Frequency Articles (Authors)  
6
Zainuddin et al. (2024); Chang et al. (2024)  
Mohamad et al. (2024); Sharifuddin & Hashim (2024)  
Mukred et al. (2023); Pazilah et al. (2024)  
3
Table 3. Benefits of Teaching ESL through ChatGPT (Teachers)  
All in all, the use of ChatGPT in the ESL class has multiple benefits that cover both cognitive and affective  
sides: (a) including reading comprehension, vocabulary acquisition, and fluency;(b) as well as engagement,  
motivation, and satisfaction with the learning process.  
DISCUSSION  
Trends in ChatGPT-Based Interactive Learning  
The literature indicates a notable growth in research on AI-powered tools, such as ChatGPT, in ESL education.  
This upward trend suggests that the global educational community is increasingly recognizing AI’s potential to  
address challenges in reading comprehension. The accelerated adoption of online learning during the COVID-  
19 pandemic likely contributed to this trend, highlighting the need for adaptive and technology-driven  
educational solutions.  
Moreover, many studies employ qualitative and mixed-method approaches, reflecting a broader shift toward  
understanding not only measurable outcomes, such as test scores, but also the experiential and affective  
dimensions of learning. These insights are particularly relevant for international primary schools, which serve  
highly diverse ESL learners with varying proficiency levels. Understanding learners’ experiences and  
interactions with AI tools is essential for designing effective, personalized learning environments.  
Reported Benefits for Learners  
The literature consistently reports several benefits of using ChatGPT to support reading comprehension among  
ESL learners. One key advantage is the ability to individualize learning materials. ChatGPT can dynamically  
adjust the difficulty of reading passages to match a learner’s current proficiency, bridging the gap between  
learners and texts. This adaptive approach reduces frustration, promotes persistence, and enables learners to  
follow personalized learning paths.  
Enhanced student engagement is another significant benefit. Studies indicate that learners find ChatGPT  
motivating due to its immediate feedback and interactive nature. Students can make corrections in real time,  
reinforcing their learning while maintaining interest. Additionally, culturally relevant content generated by  
ChatGPT helps learners connect with the material, enhancing comprehension and retention.  
The reviewed studies also highlight improvements in vocabulary acquisition and reading fluency. Exposure to  
appropriately challenging, linked texts supports long-term retention of new words and gradual improvement in  
reading speed and accuracy. The combination of cognitive gains and heightened engagement produces a  
synergistic effect, ultimately contributing to more effective reading comprehension.  
Reported Benefits for Teachers  
From an educator’s perspective, ChatGPT offers several practical benefits. One key advantage is the reduction  
in lesson planning time through the automated generation of personalized reading materials. Instead of  
preparing multiple versions of texts to match diverse learner readiness levels, teachers can focus on facilitating  
interactive discussions and providing targeted support where needed.  
ChatGPT also contributes to a more positive and engaging learning environment. Its interactive features  
stimulate student interest and encourage active participation, fostering a dynamic classroom atmosphere that  
enhances both the learning experience and outcomes. Evidence from multiple studies suggests that ChatGPT  
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can play a central role in contemporary ESL instruction by improving teaching efficiency and supporting  
individualized learning.  
Implications for Future Research and Practice  
This systematic literature review underscores several important directions for future research and practical  
application in ESL education. First, there is a pressing need for longitudinal studies that examine the long-term  
effects of ChatGPT in classroom settings. Such research would provide valuable insights into the medium- and  
long-term benefits of AI-assisted learning, as well as potential limitations that may emerge over time.  
Second, future studies should aim to include more diverse populations, encompassing a wider range of cultural  
and linguistic backgrounds. Much of the current research is concentrated in specific geographic regions, which  
limits the generalizability of findings. Expanding the scope of participants will help determine whether the  
observed benefits of ChatGPT are consistent across different international contexts and learner profiles.  
Third, comparative studies are needed to evaluate ChatGPT alongside other AI educational tools. These  
investigations can identify best practices for integrating AI into language education, highlight the unique  
advantages offered by ChatGPT, and reveal areas that require further refinement or adaptation.  
Finally, there are clear practical implications for educators, curriculum developers, and policymakers.  
Integrating ChatGPT into ESL curricula has the potential to significantly enhance reading comprehension and  
overall language proficiency. Educational institutions should consider investing in AI-powered learning tools  
and providing targeted teacher training to ensure that these resources are used effectively. At the policy level,  
recognizing the potential of AI to foster inclusive and effective education across diverse international systems  
is essential for maximizing its impact.  
CONCLUSION  
This systematic literature review highlights how ChatGPT, an AI-powered interactive learning tool, can  
transform reading comprehension for ESL learners in international primary schools. Analysis of 24 studies  
indicates that ChatGPT provides personalized, adaptive reading materials while its interactive features increase  
learner engagement and motivation, creating a more dynamic and effective learning environment.  
For teachers, integrating ChatGPT not only facilitates the delivery of differentiated reading materials but also  
fosters a positive classroom atmosphere that promotes active student participation. Together, these benefits  
make a compelling case for embedding ChatGPT in ESL instruction to address persistent challenges in reading  
comprehension.  
However, this review also identifies several limitations. Variability in study designs and heterogeneity in  
sample populations suggest that evidence supporting the generalizability of ChatGPT’s benefits should be  
interpreted cautiously and replicated in future studies. Potential challenges, such as technical issues and  
overreliance on AI tools, also require careful consideration. Longitudinal research and inclusion of more  
diverse populations will be essential to fully understand the long-term effects of ChatGPT in ESL education.  
In conclusion, ChatGPT represents a significant advancement in educational technology, offering solutions  
tailored to the diverse learning needs of international primary school ESL learners. By enhancing personalized  
learning and fostering active engagement, ChatGPT has the potential to positively influence the effectiveness  
and inclusiveness of ESL instruction. For educators and policymakers seeking innovative strategies to improve  
learning outcomes, integrating AI-powered tools such as ChatGPT offers a promising pathway to address the  
challenges of diverse and multilingual classrooms.  
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