<![CDATA[This study examined the effectiveness of Diffit-assisted Survey, Question, Read, Recite, and Review (SQ3R) reading instruction on reading comprehension achievement and engagement among senior high school EFL students in a rural context. Using an explanatory sequential mixed-methods design with a pretest–posttest control group design, the study involved 60 Grade XII students from two intact classes at a public senior high school in Bulungan, North Kalimantan, Indonesia. The experimental group received SQ3R instruction integrated with the AI-based Diffit application, whereas the control group received conventional reading instruction. Quantitative data were collected through reading comprehension tests, while qualitative data were obtained through classroom observations, performance rubrics, and semi-structured interviews with six students. The results showed that the experimental group achieved a significantly higher mean gain score (10.47) than the control group (4.07). An independent-samples t-test confirmed a statistically significant difference between the groups, t(58) = 6.89, p < .001, with a large effect size (Cohen’s d = 1.78). Classroom observations indicated that the intervention promoted stronger strategic reading behaviors and higher engagement, as students became more active, independent, and confident in previewing texts, generating questions, identifying main ideas, summarizing information, and reviewing materials. Interview findings revealed generally positive student perceptions, with Diffit being considered helpful for simplifying vocabulary and supporting comprehension. However, some students experienced initial difficulties in generating questions and occasional internet connectivity issues. These findings suggest that integrating SQ3R with AI-assisted tools can effectively enhance reading comprehension, strategic reading behaviors, and engagement among EFL students in resource-limited rural learning environments.]]>
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