Abstract
This study investigated whether the use of sentiment analysis methods would improve the reading comprehension skills of students learning English as a Foreign Language. A quasi-experimental pretest-posttest control group design was used in this research, which enrolled 60 intermediate level students enrolled as EFL students. The students were randomly assigned to an experimental group (n = 30) or a control group (n = 30). The experimental group was taught using reading instruction based on sentiment analysis techniques, while the control group received reading instruction through traditional teaching methods (e.g., teacher lectures, classroom discussions). Keywords: Sentiment Analysis, Reading Comprehension, EFL Learners, Natural Language Processing, Technology-Enhanced Language Learning