A quasi-experiment by Pan and colleagues explored whether a generated AI chatbot, Reade, could enhance self-regulated learning (SRL) in reading strategy and reading engagement among English as a foreign language (EFL) students. The study involved 61 first-year English major students (over 80% female, mean age = 18.5) at a university in eastern China. Two classes were randomly assigned to a treatment (n=31) or a control group (n=30).
Using the research team-developed ReadMate platform, powered by ChatGPT 3.5 Turbo, students accessed Reade, which had two main functions: (1) recommending reading materials based on student proficiency and preferences, and (2) supporting self-regulated reading strategies through a Plan-Enact-Reflect approach. At the “Enact” phase, the treatment group students had access to full functions in ReadMate, including GenAI-empowered SRL interaction for further guidance on SRL strategies, while the control group used ReadMate without this feature. The 12-week study required participants to complete reading tasks via ReadMate as part of their coursework. Questionnaires reported self-regulated reading strategy use and reading engagement before and three weeks after the intervention.
After controlling for baseline scores, the results revealed that the treatment group significantly outperformed the control group in SRL strategy use across metacognitive, cognitive, motivational, and behavioral dimensions. Platform logs indicated that the treatment group accessed Planning Strategies and Self-Checklist panels more frequently. Additionally, the treatment group exhibited higher reading engagement across cognitive, behavioral, and emotional dimensions, as well as greater time and effort invested in reading tasks on the platform.
Although the study highlights the potential of GenAI chatbots like Reade in supporting SRL and reading engagement, its reliance on a small sample and self-reported data underscores the need for more rigorous research to explore AI’s role in enhancing EFL students’ reading outcomes.
Source: Pan, M., Lai, C., & Guo, K. (2025). Effects of GenAI-empowered interactive support on university EFL students’ self-regulated strategy use and engagement in reading. The Internet and Higher Education, 65, 100991. https://doi.org/10.1016/j.iheduc.2024.100991