{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,30]],"date-time":"2026-04-30T15:00:07Z","timestamp":1777561207789,"version":"3.51.4"},"reference-count":53,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2025,11,3]],"date-time":"2025-11-03T00:00:00Z","timestamp":1762128000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100020950","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["MOST 114\u20102410\u2010H\u2010415\u2010041"],"award-info":[{"award-number":["MOST 114\u20102410\u2010H\u2010415\u2010041"]}],"id":[{"id":"10.13039\/501100020950","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2025,12]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The integration of generative artificial intelligence (Gen\u2010AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen\u2010AI has shown promise in supporting language production skills, its application in reading, particularly in pre\u2010reading scaffolding, remains underexplored.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study aimed to examine the effects of AI\u2010supported pre\u2010reading scaffolding, using ChatGPT, on university EFL students' English reading comprehension, learning motivation, and attitudes towards English learning, compared to traditional teacher\u2010led scaffolding.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A quasi\u2010experimental pretest\u2010posttest design was employed with 66 first\u2010year university EFL students. Participants were assigned to either a teacher\u2010led control group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200934) or an AI\u2010supported experimental group (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u200932). Both groups received structured question\u2010posing scaffolding prior to reading tasks, but delivery methods differed. The control group interacted with instructors, while the experimental group used a custom\u2010designed online platform integrating ChatGPT. ANCOVA was used to analyse the post\u2010intervention outcomes across three domains: reading comprehension, motivation, and attitudes.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      ANCOVA results indicated that students in the AI\u2010supported group outperformed the teacher\u2010led group in English reading comprehension,\n                      <jats:italic>F<\/jats:italic>\n                      (1, 63)\u2009=\u20095.06,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.02, partial\n                      <jats:italic>\u03b7<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      \u2009=\u20090.07. Similarly, learning motivation was higher in the AI group,\n                      <jats:italic>F<\/jats:italic>\n                      (1, 63)\u2009=\u20095.90,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009=\u20090.01, partial\n                      <jats:italic>\u03b7<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      \u2009=\u20090.08. For learning attitude, the AI\u2010supported group also demonstrated an advantage,\n                      <jats:italic>F<\/jats:italic>\n                      (1, 63)\u2009=\u200914.77,\n                      <jats:italic>p<\/jats:italic>\n                      \u2009&lt;\u20090.001, partial\n                      <jats:italic>\u03b7<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      \u2009=\u20090.19. These results suggest a moderate\u2010to\u2010large effect of AI\u2010supported pre\u2010reading scaffolding on both cognitive and affective outcomes.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Integrating Gen\u2010AI into pre\u2010reading scaffolding enhances both cognitive and affective outcomes in EFL reading contexts. These findings support the potential of AI\u2010based instructional tools to provide scalable, interactive, and learner\u2010centered support for reading development in higher education.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcal.70150","type":"journal-article","created":{"date-parts":[[2025,11,3]],"date-time":"2025-11-03T23:31:26Z","timestamp":1762212686000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Enhancing English Reading Comprehension, Learning Motivation and Attitude Through\n                    <scp>AI<\/scp>\n                    \u2010Supported Pre\u2010Reading Scaffolding"],"prefix":"10.1111","volume":"41","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8862-0823","authenticated-orcid":false,"given":"Chih\u2010Chung","family":"Lin","sequence":"first","affiliation":[{"name":"Language Center National Chiayi University  Chiayi City Taiwan"}]},{"given":"Tzu\u2010Hsuan","family":"Lin","sequence":"additional","affiliation":[{"name":"Department of Management Information Systems National Chiayi University  Chiayi City Taiwan"}]},{"given":"Chi\u2010Kay","family":"Tang","sequence":"additional","affiliation":[{"name":"Department of Management Information Systems National Chiayi University  Chiayi City Taiwan"}]}],"member":"311","published-online":{"date-parts":[[2025,11,3]]},"reference":[{"key":"e_1_2_11_2_1","first-page":"1","article-title":"Schema\u2010Theory Based Considerations on Pre\u2010Reading Activities in ESP Textbooks","volume":"16","author":"Ajideh P.","year":"2006","journal-title":"Asian EFL Journal"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.4304\/jltr.1.5.569-577"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1038\/s41598-025-92326-9"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcal.13005"},{"key":"e_1_2_11_6_1","doi-asserted-by":"crossref","unstructured":"Bang Y. 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