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Artificial Intelligence Knowledge Development

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.

ltrq.2026.54.16.pdf

Original Research 

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Integrating Reading Bots with Guided Reading Strategies to Enhance EFL Nursing Students’ Comprehension of Medical Texts

The aim of this research was to determine the levels of metacognitive awareness among college students in Saudi Arabia, with a focus on both academic majors and gender. There were 113 participants (58 females and 55 males) from the Information Technology (n = 68) and Human Resources (n = 45) majors. Using the Metacognitive Awareness of Writing Questionnaire (MAWQ), the study found moderate levels of metacognition awareness in writing skills, suggesting room to improve. The study found no significant differences between the academic majors, indicating the need for further research on the relationship between cognitive factors and writing skills. Similarly, the study found no significant gender differences in metacognitive awareness among applied college students. Differences in the Regulation of Cognition (RCOG) domain, however, may affect writing. Male students showed lower metacognitive awareness than female students. Instructors and policymakers can use these findings to improve students' metacognitive skills and writing strategies. In the future, researchers should explore other variables and identify effective strategies to improve college students' metacognitive awareness and writing skills.

ltrq.2024.42.16.pdf

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Examining Gender and Major Differences in College Students’ Metacognitive Awareness of ESP Writing Skills

Writing apprehension is an overwhelming feeling of stress and anxiety when writing in a foreign language. In the past ten years, it has been a hot topic of debate. Due to its influence on writing quality, this study aimed to investigate this topic among a group of university EFL students, measuring the level of this apprehension and identifying its main factors. To accomplish this objective, 137 Saudi EFL students were given a questionnaire containing 26 statements spanning four essential writing apprehension factors on a five-point Likert scale. The results indicated that Saudi EFL students generally received moderate writing apprehension. Negativity towards writing was the furthermost common factor of writing apprehension. Self-efficacy in writing was regarded as the least apprehensive factor compared to other writing apprehension factors. The potential causes of this apprehension in each factor were addressed. Statistically significant gender and university level differences were found favouring males and beginner university levels for negativity towards writing. Based on these findings, limitations and future study recommendations are suggested.

ltrq.2023.34.01.pdf

ltrq.2023.34.01.xml

A Study on the Nature of Writing Apprehension among Saudi Undergraduate EFL Students