Design and Application of English Reading Comprehension Assisted Teaching System Incorporating Knowledge Mapping

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Xiaolong Ding


The pursuit of effective strategies to enhance English reading comprehension skills remains a central focus of literacy education, particularly in the context of English language learning. This study investigates the efficacy of the English Reading Comprehension Assisted Teaching System (ERCATS) incorporating knowledge mapping—an innovative approach designed to revolutionize literacy instruction. Drawing upon theoretical frameworks such as schema theory and research on technology-enabled interventions, ERCATS integrates visual mapping tools, multimedia resources, and adaptive feedback mechanisms to facilitate deeper engagement with textual content and promote critical thinking skills. Through a mixed-methods research approach, this study evaluates the impact of ERCATS on student learning outcomes, engagement levels, and perceptions of efficacy. Quantitative analysis of pre-post assessments and usage metrics reveals a significant improvement in students' reading comprehension skills following exposure to ERCATS, with qualitative data corroborating these findings through positive student and educator feedback. The study contributes to the body of literature on literacy instruction by demonstrating the effectiveness of ERCATS as a transformative tool for enhancing English reading comprehension skills and empowering learners in the digital age. These findings have important implications for educators seeking innovative approaches to literacy instruction and underscore the potential of technology-enabled interventions to revolutionize learning experiences.

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