EFL University Students’ Emotions and Cognitive Loads inChatbot-Supported Versus Peer-Supported ReadingActivities: A Comparative Study

Using a within-subject design, this study engaged 60 Chinese EFL university students in reading English academic passages either with Gen AI chatbot support or with peer support. We compared the levels of positive and negative emotions and intrinsic and extraneous cognitive loads reported by students in these two reading conditions and conducted student interviews to delve into the factors affecting their emotions and cognitive loads in the two interactive reading conditions.