The Effectiveness AI-Generated Tasks Based on Authentic Texts To Improve Pragmatic Awareness Of University Students In Reading Classes

Abstract

Pragmatic awareness is an essential dimension of communicative competence that enables language learners to interpret implied meanings, recognize speaker intentions, and understand sociocultural context in authentic discourse. However, in many university-level reading classes, instruction still focuses primarily on literal comprehension, with limited attention to pragmatic meaning. This study investigates the effectiveness of AI-generated tasks based on authentic texts in developing students’ pragmatic awareness in reading classes. Using a quasi-experimental design, the study explores how artificial intelligence can support task creation that targets pragmatic features such as implicature, speech acts, politeness strategies, and contextual inference. The participants were 24 intermediate-level EFL university students who engaged in a six-week instructional intervention involving AI-generated reading tasks. Data were collected through pre-test and post-test assessments and task-based classroom observations. The results indicate that AI-generated tasks significantly improved students’ ability to interpret implied meanings and analyze pragmatic features in texts. The study concludes that integrating AI-generated tasks into reading instruction enhances pragmatic awareness and supports deeper engagement with authentic texts.