ENHANCING THE READING COMPETENCE OF PROSPECTIVE ENGLISH LANGUAGE TEACHERS THROUGH ARTIFICIAL INTELLIGENCE-SUPPORTED LEARNING

Abstract

The growing incorporation of Artificial Intelligence (AI) into teacher education has created innovative pathways for strengthening language learning outcomes, especially reading competence among future English language teachers. This study explores how AI-powered technologies contribute to the development of reading comprehension, vocabulary growth, and higher-order thinking skills in pre-service teacher education. The research employs a qualitative descriptive approach based on the analysis of recent scholarly publications, empirical studies, and educational practices implemented in higher education settings. The findings reveal that AI-driven tools, including personalized reading systems, automated text analysis applications, and intelligent vocabulary-learning platforms, can significantly support the enhancement of reading competence when combined with effective pedagogical strategies. At the same time, several challenges were identified, such as overreliance on technology, concerns regarding data security, and the need for adequate teacher training in the use of AI technologies. The study emphasizes the importance of integrating AI into teacher preparation programs and offers practical recommendations for promoting autonomous, reflective, and critical reading abilities among prospective English language teachers.