The Role of AI in Advancing Reading Fluency Among ESL Learners for Sustainable Development

Abstract

Abstract It is a universal truth that reading fluency, that is reading with adequate understanding of the meaning of the text, rapidly and with minimal difficulties about outcomes is essential in an ever – growing world where communication is constantly on the increase as well as the desire to meet the set instructional objectives. Actually, in English as a Second Language (ESL) situation, even students in tertiary institutions lack appropriate reading skills and the outcome often becomes poor academic achievement that has marred the goals of educational system. Notwithstanding, findings from researches have elicited results as pathways to navigate through fluency in reading among learners in ESL environments. Therefore, in this discourse, the concepts of reading fluency, AI-driven tools and their implementation for advancing reading fluency development among students in ESL are x – rayed. It adopted the theory of constructivism by Vygotsky and Piaget (1978). This theory aligns itself with the main objective of this work which highlights context in relation to active participation of learners for personal learning experiences as cardinal points. The authors conclude that the learners, the teachers, the school and the policy makers all have their parts to play if reading fluency has to be achieved through A1 applications.