Reading differently with ChatGPT: EFL learners’ use of Question-Answer Relationship strategy

Abstract

This study explores how university English as a Foreign Language (EFL) learners developed reading comprehension through the integration of the Question-Answer Relationship (QAR) strategy and ChatGPT. Thirty-five first-year students from a university in northern China participated in three rounds of semi-structured interviews in five weeks. Thematic analysis revealed a developmental progression: learners initially used ChatGPT to locate explicit information (Right There), then synthesized across texts (Think and Search), and eventually engaged in inferencing and interpretation (Author and You). ChatGPT offered immediate, adaptive support that helped learners decode language, reflect on reasoning, and internalize reading strategies. Rather than relying passively on ChatGPT, participants used ChatGPT dialogically to test, refine, and deepen their understanding. The findings highlight the value of combining structured comprehension strategies with ChatGPT to promote learner autonomy, critical reading, and strategic thinking in EFL contexts. Implications for instruction, curriculum design, and responsible artificial intelligence (AI) integration are discussed.