Effectiveness of Microsoft Teams’ Reading Progress AI in Improving the Reading Skills Among Grade 7 Struggling Readers in a Public High School
DOI:
https://doi.org/10.54536/jeteli.v2i2.8076Keywords:
Digital Competence, Educational Technology, Literacy Intervention, Phonological Awareness, Secondary Education, Student MotivationAbstract
Reading proficiency is a foundational skill for academic success, yet many middle school learners continue to struggle despite early interventions. Grade 7 students, in particular, face a critical transition from learning to read toward reading to learn, making their difficulties especially consequential for future academic achievement. This study sought to address this gap by examining the potential of Microsoft Teams’ Reading Progress AI to support struggling readers at Peña 1 National High School, Schools Division of Calbayog City, during School Year 2025–2026. A mixed-methods design within a pre-experimental framework was employed. The intervention spanned one academic quarter, with participants purposively selected based on consistently low performance in oral language, phonological awareness, phonics, vocabulary, and fluency. Quantitative data were collected through pretest and posttest assessments, while qualitative insights were drawn from focus group discussions. Findings indicated measurable improvement in most reading dimensions, with learners moving toward a fairly satisfactory level, though phonological awareness remained a persistent challenge. Statistical analysis confirmed significant gains between pretest and posttest scores. However, given the absence of a control group, these results should be interpreted cautiously. The study cannot definitively attribute improvements solely to the intervention, nor can it establish the sustainability of outcomes over time. Qualitative analysis revealed four recurring themes: (1) cognitive scaffolding, (2) reduction of the affective filter, (3) gamified motivation, and (4) digital literacy integration. While participants reported largely positive experiences, the study acknowledges limitations in design and scope. Automated instructional interventions show promise in bridging the gap between word recognition and oral accuracy, but further research with control groups and longitudinal follow-up is needed to validate their effectiveness and long-term impact. Future implementations should strengthen technological infrastructure and incorporate more interactive, collaborative features to enhance both engagement and sustainability.
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