This study investigated the educational impact of an AI-based TOEIC reading course at the university level, with a particular focus on AI-assisted learning journal writing.
It examined changes in students' TOEIC reading achievement and explored their perceptions, emotional attitudes, and satisfaction regarding AI-integrated instruction.
The participants included 58 first-year university students enrolled in a TOEIC reading course, who were divided into an experimental group using AI-assisted journals and a control group using traditional journals. Analysis of pre- and post-test TOEIC reading scores was conducted, along with survey questionnaires and interviews. The results showed a statistically significant improvement in TOEIC reading scores within the experimental group. However, no significant difference was found in post-test performance between the experimental and control groups. Survey results indicated that learners found AI-assisted learning journals beneficial for understanding sentences and paragraphs, completing assignments, and promoting self-directed learning.
Participants also reported generally positive emotional responses, including reduced anxiety and increased psychological comfort. These findings suggest that AI-assisted learning journals can enhance individual reading development and contribute to positive learning experiences in TOEIC reading instruction.