Assessment of Reading via AI-Led Oral Conversations: Challenges and Benefits

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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