English Discourse Performance Before and After Loora AI Practice in A2 University Students
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Objective: To describe English discourse scores reported before and after Loora AI conversation practice among A2-level university students and establish the limits of their interpretation.
Methods and Materials: A single-group pretest–posttest study involved 60 students aged 18–20 at one university in Kazakhstan. The six-week programme scheduled three approximately 20-minute individual sessions per week. Two raters assessed five discourse dimensions using a study-specific rubric, described as 0–20 points per dimension and a summed total of 0–100.
Findings: The reported overall mean increased from 61.5 to 74.4. However, dimension means of 58.7–77.1 exceed the stated 0–20 scale. Dividing the five dimension means by 5 and summing yields 61.52 and 74.44, consistent with a possible but undocumented normalization. Reported p < .001 values cannot be verified without variability estimates and test output. ICC point estimates were .86–.91, but model specifications and confidence intervals were absent. Dialogue mechanisms lacked auditable coding or excerpts.
Conclusion: The aggregate pattern is provisional. Scoring confirmation, instrument validation, and complete statistical reporting are required. The uncontrolled design cannot establish effectiveness. Psychological outcomes, cultural identity, Kazakh-language performance, and cross-language transfer were not measured.
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