The Role of Generative AI Companions in Promoting Reading Engagement and Self-Regulation in EFL Contexts

Mustakim Sagita; Eva Sulastri Sagita; Nofiana Syafari

doi:10.56741/IISTR.jpes.001082

Authors

Mustakim Sagita
mustakim_sagita@unigha.ac.id
Universitas Jabal Ghafur https://orcid.org/0000-0002-8246-142X
Eva Sulastri Sagita Universitas Jabal Ghafur
Nofiana Syafari Universitas Jabal Ghafur

Keywords:

Artificial Intelligence, Generative AI, EFL Learner, Reading Engagement, Self-Regulated Learning

Abstract

Reading ability is a basic requirement for academic achievements and ongoing learning processes, specifically among English as a Foreign Language (EFL) students who must handle progressively challenging linguistic and intellectual demands in modern global educational frameworks. The current approaches for teaching self-regulated learning (SRL) through training programs face a significant drawback because they do not provide enough interactivity and personalized assistance that addresses individual student requirements. Advances in generative artificial intelligence (GenAI) offer a potential solution to this challenge by delivering dynamic, adaptive guidance that enhances self-regulation in reading. This study examines the impact of GenAI-enabled SRL assistance for self-regulated reading strategies and engagement of university-level EFL students, employing a quasi-experimental design with 62 Indonesian learners from two classrooms. Following a 45-minute instructional session on SRL in reading, participants engaged in a 12-week autonomous reading program using a digital platform, with the experimental group (N= 32) receiving chatbot-based SRL assistance and the control group (N= 30) engaging in independent reading without additional support. Data from pre- and post-questionnaires, platform log analyses, and semi-structured interviews indicate that the intervention significantly enhanced students' application of self-regulated learning strategies and their level of engagement in reading activities. The findings stress the effectiveness of interactive, GenAI-assisted SRL support in fostering sustained engagement and strategic reading behaviours, accentuating its potential to address longstanding gaps in EFL reading instruction.

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Author Biographies

Mustakim Sagita, Universitas Jabal Ghafur

is a lecturer in the English Department at the Faculty of Teacher Training and Education, Universitas Jabal Ghafur, Indonesia. He earned his doctoral degree from Semarang State University. His research focuses on teaching and learning, particularly English reading materials, technology integration, and English for Specific Purposes. (email: mustakim_sagita@unigha.ac.id).

Eva Sulastri Sagita, Universitas Jabal Ghafur

is a lecturer at the Faculty of Teacher Training and Education, Universitas Jabal Ghafur, Indonesia. She specializes in educational research focusing on integrating technology in learning and sociocultural aspects of language education. Her works contribute to the improvement of teaching methods and student engagement. (email: eva@unigha.ac.id).

Nofiana Syafari, Universitas Jabal Ghafur

is a lecturer and education researcher at Universitas Jabal Ghafur, Indonesia. Her academic interests include teaching with multimedia and conducting language-related research. She actively explores innovative teaching strategies to enhance language learning outcomes and the use of digital tools in education. (email: nofiana.s@unigha.ac.id).

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