Disclosing the effects of automated feedback on reading comprehension, reading motivation, reading engagement, and reading anxiety through personalized technology-enhanced learning

The increasing integration of technology in education necessitates understanding the specific effects of personalized technology-enhanced learning (PTEL) environments, particularly the role of automated feedback (AF) within them. While PTEL offers potential benefits for English as a Foreign Language (EFL) learners, empirical evidence on how AF impacts key reading skills and affective factors requires further investigation. Therefore, this study aimed to investigate the effects of AF delivered via PTEL on EFL learners' reading motivation, reading engagement, reading comprehension, and reading anxiety. Employing a mixed-methods design, the study involved 473 intermediate-level EFL students from three educational institutions in [Blind Review], assigned to either an experimental group (EG) receiving automated, individualized reading feedback through PTEL, or a control group (CG) receiving traditional instruction. Data were collected using pre- and post-test measures for the four variables, complemented by semi-structured interviews exploring student perceptions. Quantitative analysis revealed that the EG demonstrated statistically significant improvements in reading motivation, engagement, and comprehension progress, alongside a significant reduction in reading anxiety, compared to the CG; qualitative findings further indicated that students perceived the AF as beneficial for enhancing their confidence and persistence in reading tasks. These findings suggest that incorporating AF within PTEL systems holds considerable potential for simultaneously improving EFL learners' reading performance and their affective engagement with reading.