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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
Language: English
Authors: Ferit Kiliçkaya (ORCID 0000-0002-3534-0924), Joanna Kic-Drgas (ORCID 0000-0002-8133-9190)
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
FullText Text:
  Availability: 0
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  Data: Assessment of Reading via AI-Led Oral Conversations: Challenges and Benefits
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  Data: <searchLink fieldCode="AR" term="%22Ferit+Kiliçkaya%22">Ferit Kiliçkaya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3534-0924">0000-0002-3534-0924</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joanna+Kic-Drgas%22">Joanna Kic-Drgas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8133-9190">0000-0002-8133-9190</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 50:169-183.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 15
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  Data: 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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      – Text: English
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