Enhancing the reading comprehension and autonomy of foreign language students using generative AI-integrated assistant

Abstract

Generative AI tools are increasingly present in foreign language classrooms, yet empirical research on their structured use for reading comprehension, particularly at the B1 CEFR level, and their relationship to learner autonomy remains limited. Most existing studies focus on writing or unregulated AI use, leaving a gap in understanding how generative AI can be pedagogically integrated into core reading instruction. Addressing this gap, this study examined an eight-week quasi-experimental study implemented in four intact university EFL classes. ChatGPT was embedded as a supplementary scaffold within a three-phase instructional cycle. This intervention consist of a pre-, while-, and post-reading cycle for vocabulary clarification, sentence-level comprehension, inferencing support, and feedback on learner-generated summaries, alongside explicit instruction in critical AI literacy. Using an explanatory sequential mixed-methods design, quantitative data were analyzed with linear mixed-effects models accounting for classroom clustering, with ANCOVA reported as supplementary. Results indicated that participation in the experimental group was associated with higher reading comprehension and perceived autonomy, while qualitative findings showed a shift toward selective, strategic AI use. Teachers can carefully integrate generative artificial intelligence in their classroom to improving students reading comprehension. The study offers a replicable model for teachers to integrate generative AI into B1 reading instruction.

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