Poster 14 (virtual)
Poster 14 (virtual)
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Karolina Sobkowicz, Universidad Pontifica de Comillas (Spain)
Karolina Sobkowicz, Universidad Pontifica de Comillas (Spain)
ESP Lecturer, MA Candidate
ESP Lecturer, MA Candidate
Karolina Sobkowicz is an ESP lecturer at Universidad Pontificia de Comillas in Madrid and an MA candidate in AI in Education at UDIMA. Her work focuses on human centred applications of generative AI in higher education, particularly in oral communication, learner agency, and AI mediated formative feedback in English for Specific Purposes contexts. She is interested in pedagogically constrained AI environments that support reflective learning while preserving teacher oversight and learner authorship. She is also involved in a university teaching innovation project exploring AI mediated patient simulation and oral communication practice in English for Nursing and Physiotherapy contexts.
Email: knsobkowicz@comillas.edu
Human-in-the-Loop AI-Mediated Oral Presentation Rehearsal in ESP Contexts V5.pdfTitle: "Human in the Loop AI Mediated Oral Presentation Rehearsal in ESP Contexts"
Author: Karolina Sobkowicz
Abstract: Undergraduate English for Specific Purposes (ESP) learners in healthcare related disciplines frequently face challenges when preparing assessed oral presentations, including limited opportunities for rehearsal, presentation anxiety, uncertainty regarding assessment expectations, and restricted access to scalable formative feedback. This project outlines an AI mediated oral presentation rehearsal environment designed to support autonomous practice while preserving teacher oversight and learner agency.
The rehearsal environment was intentionally developed within a human-in-the-loop pedagogical framework. Students engaged in autonomous oral rehearsal outside class through iterative speaking practice, reflective self-assessment, and rubric aligned formative feedback. Teacher oversight was maintained through rubric design, pedagogical constraints, and evaluation of live classroom presentations.
Preliminary learner reflections suggested that structured AI mediated rehearsal supported oral presentation preparation, communicative confidence, and reflective engagement prior to assessed presentations. The project also explored how teacher defined constraints supported pedagogical alignment, limited corrective overload, and preserved learner authorship during AI mediated interaction.
The poster presents the pedagogical framework, implementation process, illustrative feedback examples, and emerging qualitative insights related to autonomous oral presentation rehearsal in higher education ESP contexts.
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