AI-integrated Reading with Google Read Along: ESL Primary Learners Gamified Intervention

This study evaluated an eight‑week intervention using Google Read Along with 30 11‑year‑old ESL learners in Kuala Terengganu, integrating app‑based practice in the classroom instruction. A mixed‑methods pre-test post-test design was employed, combining reading comprehension tests, a 10‑item motivation survey, and semi‑structured interviews with five learners. Quantitative results showed significant gains in reading performance, with mean scores increasing from 73.73 (SD = 14.77) to 81.40 (SD = 13.67), producing a medium–large effect size (Cohen’s dz = 0.79) and most of the learner’s demonstrating improvement, particularly lower‑proficiency readers. Motivation data indicated generally positive attitudes toward reading with leader boards recognition and badges included in the app provide strong recognition of its academic value and becoming motivated readers. Interview findings revealed that learners perceived the app as engaging and confidence‑building, highlighting benefits for pronunciation, vocabulary, fluency, and reduced reading anxiety, while also observing its practical challenges such as connectivity, device access, technical glitches and accent received by the app. Overall, the findings suggest that Google Read Along can be a valuable catalyst to teaching instruction by providing structured, gamified practice in fluency and comprehension, provided it is implemented within well‑resourced, pedagogically positive in ESL classrooms