Abstract

This study evaluates a model integrating active reading strategies and artificial intelligence (AI) tools to improve basic English reading comprehension among 200 first-year engineering students at Hanoi Open University. Pre- and post-intervention comparisons showed average increases of more than 40% in students’ skimming, scanning, and inferencing skills. The ability to transform texts into mind maps increased by 60.0%, while 76.0% of students demonstrated improved retention of the logical structure of reading passages. Reliance on word-for-word translation declined from 58.0% to 17.0%, whereas the use of AI for grammatical analysis increased by 51.0%. The findings suggest that combining active reading strategies with guided AI use can support reading comprehension, reduce dependence on mechanical translation, and promote more effective independent learning among engineering students.

Keywords: Artificial intelligence, basic English reading comprehension, engineering students, Hanoi Open University, mind maps, pedagogical intervention.