A SYSTEMIC APPROACH TO AI-SUPPORTED ACADEMIC READING STRATEGY FORMATION

Authors

  • IRGASHEVA MADINA IRGASHOVNA Uzbek State University of World Languages English Faculty-1, The Department of the English Language Applied Sciences Teacher

Keywords:

systems theory, academic reading, strategy formation, artificial intelligence, learning ecology

Abstract

This study presents a systemic approach to understanding the formation of academic reading strategies in AI-supported learning environments. Drawing on systems theory and educational research, we develop a comprehensive model that conceptualizes reading strategy formation as an emergent property of interactions between learners, AI tools, and contextual factors. Through qualitative analysis of student-AI interactions and expert interviews, we identify key system components and their dynamic relationships. The findings reveal that effective strategy formation depends on the alignment of AI affordances with learner characteristics, instructional design, and institutional support structures. The proposed systemic model offers a framework for designing and evaluating AI-supported reading interventions that promote sustainable strategy development.

Downloads

Download data is not yet available.

References

Zawacki-Richter O., Marín V.I., Bond M., Gouverneur F. Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education. 2019;16(1):39.

Chen X., Xie H., Zou D., Hwang G.J. Application and theory gaps during the rise of Artificial Intelligence in Education. Computers and Education: Artificial Intelligence. 2020;1:100002.

du Boulay B. Artificial intelligence as an effective classroom assistant. IEEE Intelligent Systems. 2016;31(6):76-81.

Afflerbach P., Pearson P.D., Paris S.G. Clarifying differences between reading skills and reading strategies. The Reading Teacher. 2008;61(5):364-373.

Salomon G. Distributed Cognitions: Psychological and Educational Considerations. Cambridge: Cambridge University Press; 1993. 280 p.

Bronfenbrenner U. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press; 1979. 330 p.

Senge P.M. The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday; 1990. 423 p.

Davis B., Sumara D. Complexity and Education: Inquiries into Learning, Teaching, and Research. Mahwah: Lawrence Erlbaum; 2006. 275 p.

Creswell J.W., Plano Clark V.L. Designing and Conducting Mixed Methods Research. 3rd ed. Thousand Oaks: SAGE Publications; 2017. 520 p.

Morse J.M. Critical analysis of strategies for determining rigor in qualitative inquiry. Qualitative Health Research. 2015;25(9):1212-1222.

Palinkas L.A., Horwitz S.M., Green C.A., Wisdom J.P., Duan N., Hoagwood K. Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research. 2015;42(5):533-544.

Downloads

Published

2026-04-15

How to Cite

IRGASHEVA MADINA IRGASHOVNA. (2026). A SYSTEMIC APPROACH TO AI-SUPPORTED ACADEMIC READING STRATEGY FORMATION. Journal of Applied Science and Social Science, 16(4), 669–672. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/4065

Issue

Vol. 16 No. 4 (2026): Journal of Applied Science and Social Science

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.