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AI chatbots as reading companions in self‐directed out‐of‐class reading: A self‐determination theory perspective

https://doi.org/10.1111/bjet.70002
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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Motivational Design for Learning and Performance: The ARCS Model Approach
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Exploring a self-directed interactive app for informal EFL learning: a self-determination theory perspective
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Reading better with AR or print picture books? A quasi-experiment on primary school students’ reading comprehension, story retelling and reading motivation
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Exploring the metacognition of self-directed informal learning on social media platforms: taking time and social interactions into consideration
inferredcites →https://doi.org/10.1007/s10639-024-13128-6openalex-snapshot
The who, why, and how of ai-based chatbots for learning and teaching in higher education: A systematic review
inferredcites →https://doi.org/10.1007/s10648-023-09719-3openalex-snapshot
Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis
inferredcites →https://doi.org/10.1007/s10671-019-09256-3openalex-snapshot
The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach
inferredcites →https://doi.org/10.1007/s11159-019-09793-2openalex-snapshot
Self-directed learning: A fundamental competence in a rapidly changing world
inferredcites →https://doi.org/10.1007/s11423-024-10366-wopenalex-snapshot
A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: a case of ChatGPT
inferredcites →https://doi.org/10.1007/s11423-024-10370-0openalex-snapshot
Analysis of a chatbot as a dialogic reading facilitator: its influence on learning interest and learner interactions
inferredcites →https://doi.org/10.1016/j.artint.2020.103404openalex-snapshot
Evaluating XAI: A comparison of rule-based and example-based explanations
inferredcites →https://doi.org/10.1016/j.caeai.2023.100148openalex-snapshot
Exploring English language learning via Chabot: A case study from a self determination theory perspective
inferredcites →https://doi.org/10.1016/j.cedpsych.2020.101860openalex-snapshot
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions
inferredcites →https://doi.org/10.1016/j.chb.2021.106909openalex-snapshot
Digital support for student engagement in blended learning based on self-determination theory
inferredcites →https://doi.org/10.1016/j.compedu.2018.08.006openalex-snapshot
The effects of an ARCS based e-book on student's achievement, motivation and anxiety
inferredcites →https://doi.org/10.1016/j.compedu.2021.104239openalex-snapshot
Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading
inferredcites →https://doi.org/10.1016/j.compedu.2022.104576openalex-snapshot
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading
inferredcites →https://doi.org/10.1016/j.edurev.2023.100572openalex-snapshot
Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis
inferredcites →https://doi.org/10.1016/j.iheduc.2024.100991openalex-snapshot
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
inferredcites →https://doi.org/10.1016/j.ijer.2021.101864openalex-snapshot
Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018
inferredcites →https://doi.org/10.1016/j.system.2023.103051openalex-snapshot
Motivation in self-directed use of technology for English learning among high, average, and low achievers
inferredcites →https://doi.org/10.1080/01587919.2022.2155618openalex-snapshot
Influence of self-directed learning on learning outcomes in MOOCs: A meta-analysis
inferredcites →https://doi.org/10.1080/01621459.1967.10500925openalex-snapshot
Rank Analysis of Covariance
inferredcites →https://doi.org/10.1080/02702711.2022.2141402openalex-snapshot
Self-Regulated Reading: Insights from a Phenomenological Study of Primary 6 Students in Singapore
inferredcites →https://doi.org/10.1080/09588221.2014.889714openalex-snapshot
Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform
inferredcites →https://doi.org/10.1080/09588221.2017.1391293openalex-snapshot
Understanding the nature of learners’ out-of-class language learning experience with technology
inferredcites →https://doi.org/10.1080/10494820.2022.2096638openalex-snapshot
Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: a case of CSIEC chatbot
inferredcites →https://doi.org/10.1080/10494820.2022.2101126openalex-snapshot
Design of a learning dashboard to enhance reading outcomes and self-directed learning behaviors in out-of-class extensive reading
inferredcites →https://doi.org/10.1080/15391523.2020.1728449openalex-snapshot
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation
inferredcites →https://doi.org/10.1080/17501229.2024.2413406openalex-snapshot
ChatGPT as a tool for self-directed foreign language learning
inferredcites →https://doi.org/10.1093/jcmc/zmab005openalex-snapshot
Emotional Support from AI Chatbots: Should a Supportive Partner Self-Disclose or Not?
inferredcites →https://doi.org/10.1111/bjet.13305openalex-snapshot
The mediating effects of needs satisfaction on the relationships between prior knowledge and self‐regulated learning through artificial intelligence chatbot
inferredcites →https://doi.org/10.1111/bjet.13334openalex-snapshot
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
inferredcites →https://doi.org/10.1111/bjet.13366openalex-snapshot
Individual interest, self‐regulation, and self‐directed language learning with technology beyond the classroom
inferredcites →https://doi.org/10.1111/bjet.13454openalex-snapshot
Empowering student self‐regulated learning and science education through ChatGPT : A pioneering pilot study
inferredcites →https://doi.org/10.1126/scirobotics.aat5999openalex-snapshot
Reading socially: Transforming the in-home reading experience with a learning-companion robot
inferredcites →https://doi.org/10.1177/0033688210362609openalex-snapshot
Investigating Teacher Attitudes to Extensive Reading Practices in Higher Education: Why Isn’t Everyone Doing It?
inferredcites →https://doi.org/10.1177/00336882231165060openalex-snapshot
Artificial Intelligence-Based Content Generator Technology for Young English-as-a-Foreign-Language Learners’ Reading Enjoyment
inferredcites →https://doi.org/10.1177/00336882241264030openalex-snapshot
Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading
inferredcites →https://doi.org/10.1177/02676583211020055openalex-snapshot
Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use
inferredcites →https://doi.org/10.1177/074171369704800103openalex-snapshot
Self-Directed Learning: Toward a Comprehensive Model
inferredcites →https://doi.org/10.1191/1478088706qp063oaopenalex-snapshot
Using thematic analysis in psychology
inferredcites →https://doi.org/10.1521/978.14625/28806openalex-snapshot
Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness
inferredcites →https://doi.org/10.18260/jet.43.1.5openalex-snapshot
Prompt Engineering for ChatGPT: A Quick Guide to Techniques, Tips, and Best Practices
inferredcites →https://doi.org/10.29140/9781914291111openalex-snapshot
Insights into Autonomy and Technology in Language Teaching
inferredcites →https://doi.org/10.30191/ets.202407_27(3).sp01openalex-snapshot
Guest editorial: Preparing for the future: Cultivating self-directed learners with technology in the K-12 context
inferredcites →https://doi.org/10.3102/0091732x16680994openalex-snapshot
The Organization of Informal Learning
inferredcites →https://doi.org/10.3991/ijep.v14i4.48461openalex-snapshot
Investigating the Effect of an Interactive Educational Chatbot on Reading Comprehension Skills
inferredcites →https://doi.org/10.5861/ijrsll.2016.1607openalex-snapshot
A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners
inferredcites →https://doi.org/10.64152/10125/66575openalex-snapshot
Goal setting and learners’ motivation for extensive reading: Forming a virtuous cycle

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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‘A double‐edged tool’: A psychological needs perspective of generative AI and postgraduate international students' engagement in UK higher education
inferred← citeshttps://doi.org/10.1016/j.caeai.2026.100684openalex-snapshot
Agentivism: a learning theory for the age of artificial intelligence
inferred← citeshttps://doi.org/10.1080/01434632.2026.2724007openalex-snapshot
Regulating motivation in informal digital language learning: metamotivational profiles of LOTE learners using generative AI
inferred← citeshttps://doi.org/10.1080/07370024.2026.2713505openalex-snapshot
How college students use AI to navigate course readings: evidence from an 8-week study
inferred← citeshttps://doi.org/10.1080/08874417.2025.2566197openalex-snapshot
Why Do Users Stay with Generative Artificial Intelligence?
inferred← citeshttps://doi.org/10.1080/09588221.2026.2643290openalex-snapshot
Evaluating an AI model for cross-linguistic language learning: a randomized controlled trial
inferred← citeshttps://doi.org/10.1080/17501229.2026.2718473openalex-snapshot
Development, validation, and refinement of the GenAI competence scale for informal digital language learning: a network and machine learning approach
inferred← citeshttps://doi.org/10.1080/17501229.2026.2738194openalex-snapshot
Multimodal GenAI-supported personalization: engagement, autonomy, and L2 performance
inferred← citeshttps://doi.org/10.1111/bjet.70060openalex-snapshot
Agency as a system property in human— AI interaction in education
inferred← citeshttps://doi.org/10.1111/bjet.70071openalex-snapshot
Enhancing creative writing with robot– LLM integration: The interplay of embodiment, AI creativity and user engagement
inferred← citeshttps://doi.org/10.1111/bjet.70073openalex-snapshot
Agency in learning and self‐directed learning with generative AI
inferred← citeshttps://doi.org/10.1111/ijal.70122openalex-snapshot
Perceptions and Acceptance of Generative Artificial Intelligence Influencing Chinese EFL Learners’ Engagement in Informal Digital Learning of English: Mediating Roles of Self‐Efficacy and Motivation
inferred← citeshttps://doi.org/10.3389/feduc.2025.1738751openalex-snapshot
Artificial intelligence and learner autonomy: a meta-analysis of self-regulated and self-directed learning
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1827571openalex-snapshot
Factors influencing single young adults’ intentions to accept AI virtual companion apps based on the theory of emotional design
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1900817openalex-snapshot
When loneliness amplifies the risk of problematic emotional dependence: perceived anthropomorphism and basic psychological need satisfaction in AI companion use
inferred← citeshttps://doi.org/10.5772/intechopen.1012695openalex-snapshot
Thinking with Machines: Leveraging Artificial Intelligence (AI) to Foster Metacognitive Reading Comprehension
inferred← citeshttps://doi.org/10.64152/10125/73673openalex-snapshot
Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
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