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Enhancing English Reading Comprehension, Learning Motivation and Attitude Through AI‐Supported Pre‐Reading Scaffolding.

Background: The integration of generative artificial intelligence (Gen‐AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen‐AI has shown promise in supporting language production skills, its application in reading, particularly in...

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Published in:Journal of Computer Assisted Learning Vol. 41; no. 6; pp. 1 - 16
Main Authors: Lin, Chih‐Chung, Lin, Tzu‐Hsuan, Tang, Chi‐Kay
Format: clinical trial pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Dec2025
Online Access:View this record in EBSCOhost
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        02664909
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    pubinfo:
      dt: Dec2025
      vid: 41
      iid: 6
      pid: 480
      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        189524209
        189524209
        189524209
        10.1111/jcal.70150
        189524209
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        atl: Enhancing English Reading Comprehension, Learning Motivation and Attitude Through AI‐Supported Pre‐Reading Scaffolding.
      aug:
        au:
          Lin, Chih‐Chung
          Lin, Tzu‐Hsuan
          Tang, Chi‐Kay
        affil: Language Center, National Chiayi University, Chiayi City, Taiwan
      sug:
        subj:
          Reading Evaluation
          Language Processing Evaluation
          English Language
          Learning Methods
          Motivation Evaluation
          Student Attitudes Evaluation
          Artificial Intelligence, Generative Utilization
          English as a Second Language
          Outcomes of Education
          Human
          Funding Source
          Male
          Female
          Young Adult
          Quasi-Experimental Studies
          Pretest-Posttest Control Group Design
          Structured Questionnaires
          Task Performance and Analysis
          Chatbot Utilization
          Analysis of Covariance
          Comparative Studies
          Descriptive Statistics
          Summated Rating Scaling
          Clinical Trials
          Computer-Assisted Instruction
          Male
          Female
      ab: Background: The integration of generative artificial intelligence (Gen‐AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen‐AI has shown promise in supporting language production skills, its application in reading, particularly in pre‐reading scaffolding, remains underexplored. Objectives: This study aimed to examine the effects of AI‐supported pre‐reading scaffolding, using ChatGPT, on university EFL students' English reading comprehension, learning motivation, and attitudes towards English learning, compared to traditional teacher‐led scaffolding. Methods: A quasi‐experimental pretest‐posttest design was employed with 66 first‐year university EFL students. Participants were assigned to either a teacher‐led control group (n = 34) or an AI‐supported experimental group (n = 32). Both groups received structured question‐posing scaffolding prior to reading tasks, but delivery methods differed. The control group interacted with instructors, while the experimental group used a custom‐designed online platform integrating ChatGPT. ANCOVA was used to analyse the post‐intervention outcomes across three domains: reading comprehension, motivation, and attitudes. Results: ANCOVA results indicated that students in the AI‐supported group outperformed the teacher‐led group in English reading comprehension, F(1, 63) = 5.06, p = 0.02, partial η2 = 0.07. Similarly, learning motivation was higher in the AI group, F(1, 63) = 5.90, p = 0.01, partial η2 = 0.08. For learning attitude, the AI‐supported group also demonstrated an advantage, F(1, 63) = 14.77, p < 0.001, partial η2 = 0.19. These results suggest a moderate‐to‐large effect of AI‐supported pre‐reading scaffolding on both cognitive and affective outcomes. Conclusions: Integrating Gen‐AI into pre‐reading scaffolding enhances both cognitive and affective outcomes in EFL reading contexts. These findings support the potential of AI‐based instructional tools to provide scalable, interactive, and learner‐centered support for reading development in higher education.
      pubtype: Academic Journal
      doctype:
        clinical trial
        pictorial
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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