Generative AI for Interactive L2 English Reading: Enhancing Engagement and Comprehension
DOI:
https://doi.org/10.63313/LLCS.9109Keywords:
Generative AI, interactive reading, L2 English, engagement and comprehensionAbstract
Based on the input interaction output theory and Fredricks’ three-dimensional input model, this study conducted a whole class randomized controlled experiment on 92 freshmen with an average CET-4 （College English Test Band 4）score of 487. The experimental group completed four weeks' reading with the help of Chatgpt real-time text simplification and embedded dialogue prompts, and the control group completed peer discussion after reading the original text; The multilevel linear model showed that the experimental group’s three-dimensional input in behavior, emotion and cognition was significantly better than that of the control group. The total score of three-dimensional input in the experimental group was significantly higher than that of the control group, the literal understanding was improved, and the reasoning understanding was improved. The mediating effect of cognitive input in the AI interaction, reasoning understanding path accounted for 57.6%, and the effect was significantly enhanced when the learners’ critical AI literacy score was greater than or equal to 3.9 in 5-point scale. The research confirmed that the four week embedded chat robot can synchronously improve the three-dimensional reading input and two-level understanding of second language learners through the chain mechanism of AI interaction and cognitive input and cognitive unloading and high-level understanding, and put forward the teaching scheme of three-level support and AI illusion emergency drill.
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