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Environ."],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Students\u2019 questioning competence, which is strong related to higher-order cognitive processes such as critical thinking, creativity, and problem-solving, is crucial to develop during reading. Drawing on dialogue learning theory, this study examined the effects of a human-GenAI dialogue learning mode on college students\u2019 post-reading questioning in digital reading. An instructional quasi-experiment with an in-subject design was conducted among 112 college students, who completed reading tasks under both a general reading mode and a human-GenAI dialogue mode supported by ERNIE Bot. Students\u2019 post-reading questions were analyzed in terms of quantity, cognitive level, external structure, and overall quality. Students\u2019 output in the human-GenAI dialogue were analyzed through lag sequential analysis (LSA), complemented by representative dialogue excerpts. It was found that the application of the human-GenAI dialogue learning mode significantly improved students\u2019 questioning behaviors and competence during reading. The lag sequence analysis of students\u2019 strategies use in human-GenAI dialogue reveals that different strategies used in human-GenAI dialogue can affect students\u2019 questioning performance. Students who have a higher level of self-regulation, are good at reflecting and adjusting their dialogue strategies tend to raise higher-quality questions. Overall, the findings suggest that the human-GenAI dialogue mode can serve as a scaffolded environment that supports higher-quality post-reading questioning. It may help understand how human-GenAI dialogue may support reading-related inquiry and offers implications for designing AI-supported reading activities that foster more purposeful and reflective questioning.<\/jats:p>","DOI":"10.1186\/s40561-026-00455-z","type":"journal-article","created":{"date-parts":[[2026,5,9]],"date-time":"2026-05-09T10:16:57Z","timestamp":1778321817000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The effect of a human-GAI dialogue mode on improving college students\u2019 questioning competence in digital reading"],"prefix":"10.1186","volume":"13","author":[{"given":"Xiaoyu","family":"Zhao","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Guili","family":"Kong","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hui","family":"Zhou","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Liting","family":"Liao","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4098-123X","authenticated-orcid":false,"given":"Xiuhan","family":"Li","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,5,9]]},"reference":[{"issue":"2","key":"455_CR1","doi-asserted-by":"publisher","first-page":"483","DOI":"10.1007\/s40593-023-00340-7","volume":"34","author":"R Abdelghani","year":"2024","unstructured":"Abdelghani, R., Wang, Y. 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