Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

Abstract

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

Keywords

Artificial intelligence chatbots self-regulated reading personalized instruction English-as-a-Foreign Language

Get full access to this article

View all access options for this article.

References

Araka

Maina

Gitonga

, et al. (2020) Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018). Research and Practice in Technology Enhanced Learning 15(1): 1–21.

Attali

Runge

LaFlair

, et al. (2022) The interactive reading task: transformer-based automatic item generation. Frontiers in Artificial Intelligence 5: 903077.

Chang

Lin

MPC

Hajian

, et al. (2023) Educational design principles of using AI chatbot that supports self-regulated learning in education: goal setting, feedback, and personalization. Sustainability 15(17): 12921.

Guo

Wang

Chu

SKW

(2022) Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing 54: 100666.

Horner

Shwery

(2002) Becoming an engaged, self-regulated reader. Theory into Practice 41(2): 102–109.

Jin

Yoo

, et al. (2023) Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education 20(1): 37.

Labadze

Grigolia

Machaidze

(2023) Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education 20(1): 56.

Lee

Shin

Noh

(2023) Artificial intelligence-based content generator technology for young English-as-a-foreign-language Learners’ reading enjoyment. RELC Journal 54(2): 508–516.

Merke

Ganushchak

van Steensel

(2023) Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: results of a meta-analysis. Educational Research Review 42(2): 100572.

10.

Reinders

Lai

Sundqvist

(2022) The Routledge Handbook of Language Learning and Teaching Beyond the Cassroom. New York: Routledge.

11.

Sashikala

Chye

(2023) Self-regulated reading: insights from a phenomenological study of primary 6 students in Singapore. Reading Psychology 44(3): 270–305.

12.

Schunk

Zimmerman

(2012) Motivation and Self-regulated Learning: Theory, Research, and Applications. New York: Routledge.

13.

Shin

Lee

(2022) An exploratory study on the potential of machine reading comprehension as an instructional scaffolding device in second language reading lessons. System 109(7): 102863.

14.

Uçak

Kartal

(2023) Scaffolding design to increase reading comprehension for learners of English through online strategy training. E-Learning and Digital Media 20(4): 402–423.

15.

Wang

Bai

(2017) Validating the instruments to measure ESL/EFL learners’ self-efficacy beliefs and self-regulated learning strategies. TESOL Quarterly 51(4): 931–947.

16.

Zhang

Goh

Kunnan

(2014) Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance: a multi-sample SEM approach. Language Assessment Quarterly 11(1): 76–102.

17.

Zimmerman

(1990) Self-regulated learning and academic achievement: an overview. Educational Psychologist 25(1): 3–17.

18.

Zimmerman

(2002) Becoming a self-regulated learner: an overview. Theory into Practice 41(2): 64–70.