The new tools that allow fast reading and learning strategies have been introduced into education because of the adoption of artificial intelligence (AI). This study examines the use of AI-enhanced summarization tools on reading phases as well as note-taking ability among intermediate high school EFL learners. A quick reading strategy has been necessitated with a view to meeting the increasing amount of reading needed, whereby AI constructs summary text through effective extraction and organization of information. This research is quasi-experimental and utilizes pre-and post-test motivation surveys together with student interviews in measuring an effect of AI-assisted summarization. This comparative study involved two groups, namely, AI-generated summaries and conventional techniques of summarization. The study will bring evidence and bear out the truth of the matter about whether AI producing instruments can be used efficiently in environments with EFL contexts for reading comprehension and effective note-taking skills. More, it will investigate students' perceptions of AI summarization and its possible implications for self-directed learning. Contributions will be made to the expanding discourse on using AI in language education and pedagogic implications for EFL learners in high school contexts.