EFL Teachers’ Perspectives on the Use of Artificial Intelligence Tools in Customizing Authentic Materials for Students’ Proficiency. The Case of EFL Teachers at Mohammed Saddik Ben Yahia University, Jijel"

Abstract

The present study aimed to investigate the impact of integrating reading into EFL writing instruction on the development of Complexity and Fluency in writing. Thus, it was hypothesized that integrating reading in EFL writing instruction would lead to improved writing skills in terms of Complexity and Fluency among learners. To achieve these aims, a quantitative approach was adopted using a quasi-experimental (non-equivalent comparison group) design for Algerian third-year EFL undergraduates at the Department of English Language and Literature, University of Jijel. Preliminary data were gathered through a student survey and a teacher evaluation form to set the stage for the study. Forty-eight Participants were then assigned to either an experimental group (n = 24) or a control group (n = 24). The experimental group received writing instruction through six integrated-reading sessions, particularly intensive reading, over a period of 11 weeks, while the control group received traditional instruction