ENHANCING LITERARY ANALYSIS SKILLS THROUGH AI-POWERED READING APPS: A CASE STUDY ON ENGLISH LITERATURE STUDENTS
Keywords:
AI-powered reading applications, Literary analysis skills, English Literature education, Critical Thinking
Abstract
This study examines the impact of AI-powered
reading applications on the literary analysis skills of English
Literature students. With the increasing integration of
artificial intelligence in educational technology, these
reading apps offer a range of interactive features that may
support students in interpreting and analyzing texts. Using
a qualitative case study approach, this research involved 10-
15 students who regularly use AI-powered reading apps.
Data was collected through semi-structured interviews,
observations, and analysis of students’ work, focusing on
their engagement with app features that support critical
reading and analysis. The findings reveal the ways AIdriven features—such as interactive annotations, contextual
summaries, and analytical prompts—help students improve
their interpretive skills. Additionally, this study highlights
challenges, including over-reliance on automated
interpretations and occasional limitations in app-generated
insights. The results contribute valuable insights for
educators seeking to integrate AI-driven tools in literature
education and suggest practical recommendations for
enhancing students' analytical proficiency through
technology.
References
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Challenges and opportunities for sustainable development.
Vadivel, B., Shaban, A. A., Ahmed, Z. A., & Saravanan, B. (2023). Unlocking English
Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on
Young Learners' Language Acquisition. International Journal of English Language,
Education and Literature Studies, 2(6).
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education:
Challenges and opportunities for sustainable development.
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Qodri, A. N. (2023). Documenting Realities of a Multilingual Family with Autism Spectrum
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Moxley, J. (2020). Artificial Intelligence in Writing Instruction: Fostering Student Agency and
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Educational Technology Research and Development, 68(1), 99–110.
Warschauer, M., & Grimes, D. (2007). Automated Writing Assessment in the Classroom.
Pedagogies: An International Journal, 2(1), 1-20.
Zhang, H., & Zou, D. (2020). Applications of Artificial Intelligence in Education: Current
Trends and Future Directions. Interactive Learning Environments, 28(4), 1-18.
Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile Pedagogy for English Language
Teaching: A Guide for Teachers. British Council.
Fischer, F., Kollar, I., & Slotta, J. D. (2020). AI-Supported Collaborative Learning: Insights
and Challenges. Educational Psychologist, 55(2), 93-107.
Ng, W. (2015). New Digital Technology in Education: Conceptualizing Professional Learning
for Educators. Springer.
Boud, D., & Molloy, E. (2013). Rethinking Models of Feedback for Learning: The Challenge
of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Godwin-Jones, R. (2019). Automation and Autonomy in Language Learning. Language
Learning & Technology, 23(2), 1-15.
VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring
Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197-221.
Gee, J. P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games,
Learning, and Literacy. Peter Lang.
Challenges and opportunities for sustainable development.
Vadivel, B., Shaban, A. A., Ahmed, Z. A., & Saravanan, B. (2023). Unlocking English
Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on
Young Learners' Language Acquisition. International Journal of English Language,
Education and Literature Studies, 2(6).
Jockers, M. L. (2013). Macroanalysis: Digital methods and literary history. University of
Illinois Press.
Wardle, D. M. (2017). Teacher experiences of critical thinking using supernaturally themed
novels: Implications for contemporary middle school classrooms.
Giri, R. C. (2024). Rapid AI: An AI Application for Thematic Analysis and Enhanced
Qualitative Research.
Glass, K. T. (2015). Complex text decoded: How to design lessons and use strategies that target
authentic texts. ASCD.
Buehl, D. (2023). Classroom strategies for interactive learning. Routledge.
Beavers, E., Orange, A., & Kirkwood, D. (2017). Fostering critical and reflective thinking in
an authentic learning situation. Journal of Early Childhood Teacher Education, 38(1),
3-18.
Chen, C. P., & Zhang, C. Y. (2014). Data-intensive applications, challenges, techniques and
technologies: A survey on Big Data. Information sciences, 275, 314-347.
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems
on students' cognitive abilities: a systematic review. Smart Learning
Environments, 11(1), 28.
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education:
Challenges and opportunities for sustainable development.
Vadivel, B., Shaban, A. A., Ahmed, Z. A., & Saravanan, B. (2023). Unlocking English
Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on
Young Learners' Language Acquisition. International Journal of English Language,
Education and Literature Studies, 2(6).
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education:
Challenges and opportunities for sustainable development.
McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016).
Teaching in a digital age: How educators use technology to improve student
learning. Journal of research on technology in education, 48(3), 194-211.
Murphy, D. D. (2024). Child and Adolescent Literature: An Exploration.
Bunch, G. C., Walqui, A., & Pearson, P. D. (2014). Complex text and new common standards
in the United States: Pedagogical implications for English learners. Tesol
Quarterly, 48(3), 533-559.
Ademola, O. E. (2024). Reading Strategies in the AI Age: Enhancing Comprehension and
Engagement with Advanced Technologies. In Proceedings of the 38th iSTEAMS
Multidisciplinary Bespoke Conference.
Estrada, L. M., Hielscher, E., Koolen, M., Olesen, C. G., Noordegraaf, J., & Blom, J. (2017).
Film analysis as annotation: Exploring current tools. Moving Image: The Journal of
the Association of Moving Image Archivists, 17(2), 40-70.
Tracy, S. J. (2024). Qualitative research methods: Collecting evidence, crafting analysis,
communicating impact. John Wiley & Sons.
Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B. D., Li, M., Montalbano, C., & Wei,
L. (2018). Quality talk: Developing students’ discourse to promote high-level
comprehension. American Educational Research Journal, 55(5), 1113-1160.
Vadivel, B., Shaban, A. A., Ahmed, Z. A., & Saravanan, B. (2023). Unlocking English
Proficiency: Assessing the Influence of AI-Powered Language Learning Apps on
Young Learners' Language Acquisition. International Journal of English Language,
Education and Literature Studies, 2(6).
Qodri, A. N. (2023). Documenting Realities of a Multilingual Family with Autism Spectrum
Disorders in Using a Behavior Logging App: A Linguistic Ethnographic Case
Study (Doctoral dissertation, Arizona State University).
Al Fraidan, A. (2024). Integrating AI-Powered Library Systems to Enhance Research and
Learning in English Language Departments: A Case Study of Faculty and Student
Perceptions. Library Progress International, 44(3), 12058-12065.
hHaleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital
technologies in education: A review. Sustainable operations and computers, 3, 275-
285.
Brynjolfsson, E., & McAfee, A. (2014). The Second Machine Age: Work, Progress, and
Prosperity in a Time of Brilliant Technologies. W.W. Norton & Company.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An
Argument for AI in Education. Pearson Education.
Mayer, R. E. (2020). Multimedia Learning (3rd ed.). Cambridge University Press.
Moxley, J. (2020). Artificial Intelligence in Writing Instruction: Fostering Student Agency and
Engagement. Computers and Composition, 55, 102568.
Reeves, T. C., & Lin, L. (2020). The Research We Have Is Not the Research We Need.
Educational Technology Research and Development, 68(1), 99–110.
Warschauer, M., & Grimes, D. (2007). Automated Writing Assessment in the Classroom.
Pedagogies: An International Journal, 2(1), 1-20.
Zhang, H., & Zou, D. (2020). Applications of Artificial Intelligence in Education: Current
Trends and Future Directions. Interactive Learning Environments, 28(4), 1-18.
Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile Pedagogy for English Language
Teaching: A Guide for Teachers. British Council.
Fischer, F., Kollar, I., & Slotta, J. D. (2020). AI-Supported Collaborative Learning: Insights
and Challenges. Educational Psychologist, 55(2), 93-107.
Ng, W. (2015). New Digital Technology in Education: Conceptualizing Professional Learning
for Educators. Springer.
Boud, D., & Molloy, E. (2013). Rethinking Models of Feedback for Learning: The Challenge
of Design. Assessment & Evaluation in Higher Education, 38(6), 698–712.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Godwin-Jones, R. (2019). Automation and Autonomy in Language Learning. Language
Learning & Technology, 23(2), 1-15.
VanLehn, K. (2011). The Relative Effectiveness of Human Tutoring, Intelligent Tutoring
Systems, and Other Tutoring Systems. Educational Psychologist, 46(4), 197-221.
Gee, J. P. (2007). Good Video Games and Good Learning: Collected Essays on Video Games,
Learning, and Literacy. Peter Lang.
Published
2024-12-25
How to Cite
Annisa Meilyani, & Hesty Widiastuty. (2024). ENHANCING LITERARY ANALYSIS SKILLS THROUGH AI-POWERED READING APPS: A CASE STUDY ON ENGLISH LITERATURE STUDENTS. INTERNATIONAL SEMINAR, 6, 593-601. Retrieved from https://conference.unita.ac.id/index.php/conference/article/view/240
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