Comparing chatbot and peer interaction among trilingual students: effects on self-regulated learning, critical thinking, task engagement and reading comprehension

This study examined the differential effects of chatbot-mediated interaction and peer interaction on trilingual students’ English reading comprehension, self-regulated learning, critical thinking, and task engagement. Using a mixed-methods design, the study combined pre- and post-intervention quantitative measures with semi-structured interviews conducted throughout the intervention. Quantitative findings revealed that both instructional conditions significantly improved reading comprehension, with no significant between-group difference after controlling for baseline performance. After controlling for baseline performance, the peer interaction group demonstrated significantly higher task engagement than the chatbot-mediated group. The chatbot-mediated group demonstrated significant within-group improvement in self-regulated learning; however, no significant between-group difference was observed. Critical thinking scores increased modestly in both groups, but the within-group changes were not statistically significant, and no significant between-group difference was found. Qualitative analysis identified distinct interactional affordances and constraints. Peer interaction was associated with collaborative engagement, exposure to diverse perspectives, and shared meaning-making, whereas chatbot-mediated interaction provided relatively low-pressure practice, individualized feedback, and opportunities for learner regulation, while presenting challenges related to emotional responsiveness and discourse coherence. Overall, chatbot-mediated and peer interaction were associated with distinct learning experiences and outcomes during reading tasks. The findings highlight their potentially complementary pedagogical roles in trilingual English reading contexts.