The role of AI literacy in Chinese L2 reading comprehension: evidence from adolescent learners in Hong Kong

This study examines whether artificial intelligence (AI) literacy supports Chinese reading comprehension among ethnic minority secondary students learning Chinese as an L2 in Hong Kong. Focusing on users of AI-assisted Chinese learning platforms, it conceptualises AI literacy in affective, behavioural, cognitive, and ethical (ABCE) terms and links it to core reading-related skills. One hundred and fifty-five Form 4 students completed measures of AI literacy, orthographic knowledge, morphological awareness, and Chinese reading comprehension. AI literacy was positively associated with reading and explained unique variance beyond orthographic knowledge and morphological awareness. Path analysis showed that AI literacy predicted reading both directly and indirectly through orthographic knowledge, whereas morphological awareness did not make an independent contribution. The findings suggest that AI literacy functions as a complementary factor that supports adolescent L2 reading comprehension, alongside established linguistic and cognitive predictors, rather than serving as a primary determinant of reading outcomes.