oai:eurokd.com:article/1908 2026-06-06

Integrating Reading Bots with Guided Reading Strategies to Enhance EFL Nursing Students’ Comprehension of Medical Texts Volume 54 Amr M. Mohamed Mohammed A. Alrashed Noura A. Alhudaib Shahad Z. Aldandan Abdul Aziz Mohamed Mohamed Ali El Deen Nada S. Al Ruwaili Reading Bots Guided Reading EFL Nursing Students Medical Comprehension AI-Assisted Learning <p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">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&rsquo; 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.</span></p> Language Teaching Research Quarterly 2025-12-29 Text https://api.eurokd.com/Uploads/Article/1908/ltrq.2026.54.16.pdf https://doi.org/10.32038/ltrq.2026.54.16 en Pages 385–409