The effects of chatbot use on foreign language reading anxiety and reading performance among Chinese secondary school students
Open accessAbstract
The present study investigates the effectiveness of a GenAI-based chatbot, “Reading Bot,” in reducing foreign language reading anxiety (FLRA) and improving foreign language reading performance (FLRP) among Chinese secondary school students learning English as a foreign language (EFL). To do so, a mixed-methods quasi-experimental pre-test/post-test design with qualitative interviews was employed. After ensuring homogeneity between the two groups, one class was designated as the experimental group (n = 42), utilizing a chatbot as a treatment, while the other class served as the comparison group (n = 42), receiving traditional teacher support. Both groups participated in five 45-min reading practice sessions. The results indicated that the chatbot intervention significantly reduced the participants' FLRA within the experimental group when comparing pre- and post-test scores. However, no significant differences were found between the two groups after the treatment, either in FLRA or FLRP. The qualitative analysis of semi-structured interviews suggested that the chatbot provided technological, pedagogical, linguistic, and affective affordances to assist reading. Nevertheless, the analysis also revealed some potential drawbacks and challenges to a GenAI-enhanced approach to reading instruction that may have influenced FLRA and FLRP. The theoretical and pedagogical implications of these findings are discussed, along with potential directions for future research.
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GenAI was employed to deliver personalized and leveled reading materials, helping to reduce obstacles such as comprehension difficulties, anxiety, or lack of confidence resulting from cognitive differences among students.
“GenAI was employed to deliver personalized and leveled reading materials, helping to reduce obstacles such as comprehension difficulties, anxiety, or lack of confidence resulting from cognitive differences among students [75-80].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [80]
In school settings, students repeatedly interact with AI assistants across English writing, reading comprehension, mathematics problem-solving, physics, quantum, and cognitive science, and computer programming.
“In school settings, students repeatedly interact with AI assistants (such as ChatGPT, custom bots, and social robots) across English writing [85], reading comprehension [76,79,80,107,109], mathematics problem-solving [99,105], physics, quantum, and cognitive science [78,91,104,127], and computer programming [97,98,140,141].”
From A Systematic Review of Generative AI in K–12: Mapping Goals, Activities, Roles, and Outcomes via the 3P Model (2025) · cites this paper as [80]
Participants' age ranged from 11 to 96 years.
“The participants’ age ranged from 11 [30] to 96 [49] years.”
From Generative AI Mental Health Chatbots as Therapeutic Tools: Systematic Review and Meta-Analysis of Their Role in Reducing Mental Health Issues (2025) · cites this paper as [30]
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- Authors
- Zheng, S.
- Affiliations
- Hong Kong Polytechnic University (HK)
- Corresponding author
- Zheng, Shuyan
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-12
- Volume
- 7
- Pages
- 100271
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4400913152
- Semantic Scholar
- 8165538c195b8a480b569ee4c56ff5111bdeb602
- Cited by
- 58
- References
- 54
- Citations by year
- 2026: 27 · 2025: 28 · 2024: 3
- FWCI
- 91.48
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Keywords
- chatbot-assisted language learning, foreign language reading anxiety, reading achievement, English as a foreign language, high school students, generative AI in education, reading instruction, Chinese learners of English
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