<![CDATA[The increasing use of artificial intelligence (AI) has created new ways to support EFL students in reading academic literature digitally. However, less is known about how learners experience and negotiate AI support across different stages of academic reading. This study explored three female sixth-semester EFL students’ experiences of using AI tools to read academic English texts through narrative inquiry. Data were collected through individual semi-structured online interviews and analysed inductively using thematic analysis. The findings were interpreted through the Technology Acceptance Model, Self-Regulated Learning theory, and the New Literacies perspective. Five themes emerged across three temporal phases (before, during, and after AI use): Academic Reading as a Struggle; AI as a Helpful but Imperfect Reading Support; Verification as a Non-Negotiable Strategy; Transformation to Hybrid Reading; and Mixed Confidence and Conditional Trust. Before using AI, participants experienced difficulties with academic texts. During AI use, they gained immediate support in understanding complex content but recognized the need to verify AI-generated explanations. After using AI, they described hybrid reading practices that combined AI assistance with rereading, cross-checking, and personal judgment. These findings extend understanding of AI-assisted academic reading by showing that students’ engagement with AI involves ongoing negotiation between technological assistance, verification, and independent judgment. Rather than replacing engagement with original academic texts, AI support was incorporated into hybrid reading practices in which students evaluated AI-generated explanations against source materials. This highlights verification as an important dimension of responsible AI-assisted reading and suggests that EFL instruction should help students critically evaluate AI-generated information and make informed decisions about its use.]]>
