Enhancing the skim reading skills of English learners with Copilot: A case study in the Australian ELICOS sector

Abstract

The 2024 end-of-course results at our English Language Intensive Course for Overseas Students (ELICOS) institution indicated that many pre-intermediate students struggled with reading, particularly identifying main ideas in texts and paragraphs. Research shows that difficulty with skimming for main ideas is a major challenge for English learners (Torgesen, 2002). Pedagogical literature also highlights the importance of skimming as a strategic reading skill that supports comprehension by helping readers anticipate a text’s topic, purpose, and structure (Brown, 2004). This case study aimed to improve students’ skimming skills, promote independent learning, and increase engagement in reading through AI support. Four integrated lessons combining Copilot with targeted skimming strategies were implemented with 32 students. Data from pre- and post-course surveys, end-of-class polls, classroom observations, and focus group interviews showed a marked increase in students’ confidence and willingness to use Copilot. Overall, 88% of students rated the lessons as “helpful” or “very helpful.” It is hoped that these findings will encourage greater collaboration among educators and contribute to shared repositories of AI-enhanced reading resources and teaching tasks.