Development of Learning Support System for Critical Reading of Academic Papers

Abstract

Critical reading skills, which require learners to examine texts from multiple perspectives rather than relying solely on what is written, play an essential role in reading academic articles to acquire high-level literacy. Several systems have been developed to support the improvement of critical reading skills; however, there is no system that follows the learners' thinking and the process of reading articles at the content level and provides feedback that captures the semantic connections specific to the research domain. Therefore, we propose a support system for critical reading of academic papers, which has a function to help learners organize the contents of academic papers to promote awareness of essential viewpoints that encourages their critical reading based on semantic connections specific to the research domain.