Mastering Reading Comprehension (RC) is a significant challenge for English as a Foreign Language (EFL) learners. This quasi-experimental mixed-methods study examined the potential effectiveness of a ChatGPT-mediated mind mapping technique in enhancing RC among EFL students at a public university in Saudi Arabia. Sixty male preparatory-year students were assigned to two groups: an experimental group (n = 30), which took part in a 10-week intervention in ChatGPT-mediated mind mapping, and a control group (n = 30), which was taught mind mapping through conventional methods. Data were gathered through pre- and post-tests of RC together with semi-structured interviews. Post-test RC scores were significantly higher in the experimental group than in the control group (U = 180.00, p < .001), with a medium-to-large effect size (r = 0.52). The qualitative data showed that students found the technique useful for breaking down complex ideas and for making the relationships between concepts in the text visible. At the same time, they reported difficulties with the accuracy of the AI output, with comprehending dense content, and with technology access. Read through the lenses of Sociocultural Theory and Cognitive Load Theory, the findings suggest that ChatGPT-mediated mind mapping can serve as a useful pedagogical tool for supporting RC. Teachers are therefore encouraged to incorporate the technique into their instructional practice while offering the support needed to address the challenges identified here.
Naji Alyami (Mon,) studied this question.