Nada S. Al Ruwaili, Abdul Aziz Mohamed Mohamed Ali El Deen, Shahad Z. Aldandan, Noura A. Alhudaib, Mohammed A. Alrashed, Amr M. Mohamed
This mixed-methods study examined the role of chatbot-supported guided reading in EFL reading comprehension among undergraduate nursing students. Using a quasi-experimental design, 84 participants in experimental and control groups completed pre- and post-tests assessing overall comprehension and sub-skills. The experimental group used chatbot-guided reading, while the control group received traditional instruction. Semi-structured interviews with 27 participants explored learners’ perceptions. Quantitative results showed significant improvement in overall comprehension and lower-level skills (e.g., skimming), but not critical reading. Qualitative findings indicated that chatbot-guided reading enhanced motivation and reduced anxiety through instant feedback, simplified explanations, and a non-judgmental environment. However, concerns emerged regarding response reliability and limited cognitive engagement. Overall, chatbot-guided reading supports basic skill development and affective engagement but is insufficient for fostering higher-order critical reading skills. The research suggests that a mixed teaching method that combines reading tasks based on AI support with training on critical thinking conducted by an instructor is recommended.