BALQIS WANDIRA,SUMARSIH ,ANNI HOLILA PULUNGAN
DOI: https://doi.org/This study analyzes how an AI-Augmented, Culture-Responsive Multimedia Framework improves English reading comprehension in rural Indonesian EFL learners. 120 students from Madrasah Aliyah Negeri (MAN) in Mandailing Natal were randomly assigned to experimental and control groups in a quasi-experimental mixed-method design. AI-driven, culturally customized multimedia was given to the experimental group, whereas the control group received teacher-centered teaching. Post-intervention, the experimental group showed significant reading comprehension improvement (β = 0.582, p < 0.001) compared to the control group. SEM showed that AI-Augmented Instruction had the greatest direct impact on learning outcomes, while Cultural Responsiveness (β = 0.186, p < 0.05) had a complimentary effect. Because of its impact on artificial intelligence and cultural pathways, learner engagement indirectly altered students' comprehension. The results showed that AI-powered scaffolding with culturally contextual information improved reading outcomes and learner motivation in low-resource EFL contexts.
