AI-Powered Reading Support for Multilingual Learners in Higher Education: A Critical Review

Abstract

The objective of this research was to explore challenges of multilingual learners which are confronted in regard to reading comprehension, vocabulary growth, and retention of all curriculum content. These challenges have given rise to innovative solutions such as Artificial Intelligence (AI)-powered reading support systems that offer adaptive, personalized, and interactive learning experiences. This study looks into how AI-based reading tools (i.e., machine translation, speech-to-text, text-to-speech, and intelligent annotation systems) can support multilingual students' reading proficiency on the teaching and learning contexts. Through a mixed-methods approach, the study highlights the potential benefits of AI-driven reading support in enhancing the comprehension, engagement, and academic achievement of multilingual learners. It also investigates students’ perceptions of AI-assisted reading and its effects on their agency in learning. The results show that AI tools improve reading fluency and comprehension at scale by providing real-time, language-level support, contextual translations, and text recommendations. This study adds to the discussion around AI in education, providing insights on the pedagogical implications of employing AI-powered reading support in multilingual contexts within higher education settings. It also offers recommendations for educators and policymakers on using AI to help create more inclusive and accessible learning environments.