Assessment of Reading via AI-Led Oral Conversations: Challenges and Benefits
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| Title: | Assessment of Reading via AI-Led Oral Conversations: Challenges and Benefits |
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| Language: | English |
| Authors: | Ferit Kiliçkaya (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 50:169-183. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, English (Second Language), Second Language Learning, Reading Assignments, Barriers, Preservice Teachers, Language Teachers, Universities, Foreign Countries, Technology Uses in Education, Communication (Thought Transfer), Second Language Instruction, Student Attitudes |
| Geographic Terms: | Turkey |
| ISSN: | 2667-6753 |
| Abstract: | This study explores integrating an artificial intelligence tool into English as a Foreign Language (EFL) reading assignment, with a focus on on participants' experiences with AI-facilitated conversations about academic passages. Thirty participants engaged with the tool through both written and spoken interactions based on AI-generated questions. Analysis of journal entries and interview responses revealed that participants valued the tool for enhancing engagement, providing immediate feedback, and facilitating critical thinking and speaking practice. However, challenges such as limited understanding, technical issues, and privacy concerns were noted. The findings suggest that chatbots can effectively supplement classroom interactions by offering pre- and post-class conversations about readings. Future research should refine AI tool design and implementation to better meet learners' needs and investigate the impact on reading achievement and written work assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494834 |
| Database: | ERIC |
| Abstract: | This study explores integrating an artificial intelligence tool into English as a Foreign Language (EFL) reading assignment, with a focus on on participants' experiences with AI-facilitated conversations about academic passages. Thirty participants engaged with the tool through both written and spoken interactions based on AI-generated questions. Analysis of journal entries and interview responses revealed that participants valued the tool for enhancing engagement, providing immediate feedback, and facilitating critical thinking and speaking practice. However, challenges such as limited understanding, technical issues, and privacy concerns were noted. The findings suggest that chatbots can effectively supplement classroom interactions by offering pre- and post-class conversations about readings. Future research should refine AI tool design and implementation to better meet learners' needs and investigate the impact on reading achievement and written work assessment. |
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| ISSN: | 2667-6753 |
