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Abstract This study explores the development of critical thinking in reading among students in Mongolian universities, especially in relation to artificial intelligence (AI) and strategic reading skills. The study used a quantitative descriptive survey involving a total of 95 students to examine their reading habits and use of critical thinking during reading activities. The findings show that students are relatively good at connecting new ideas with previous knowledge and applying information in practical situations. However, they encounter some difficulties with higher-level thinking skills such as prediction, asking independent questions, and reflecting critically on information. Based on findings from the Programme for International Student Assessment (PISA) and critical thinking theories, the study proposes a conceptual framework that connects AI-supported learning with strategic thinking and metacognitive reading skills. Mongolian historical traditions of strategic thinking are also discussed as a cultural perspective for understanding students’ cognitive approaches. The study suggests that AI is most useful when students use it not simply to receive answers, but to compare ideas, check understanding, and think more deeply about texts. In this way, AI can help students move from passive reading to more active and critical reading practices. Keywords: Critical thinking; Reading comprehension; Artificial intelligence (AI); Strategic thinking; Mongolian university students
Abstract: The rapid advancement of artificial intelligence (AI) is transforming English Language Teaching (ELT) by reshaping how learners access content, practice language skills, and receive feedback. This presentation examines the growing integration of AI driven tools—such as intelligent tutoring systems, automated writing evaluation, adaptive learning platforms, and conversational agents—in both classroom and self-directed learning contexts. It highlights how AI enhances personalization, increases learner engagement, and supports teachers in providing timely, data-informed instruction. At the same time, the abstract addresses key considerations, including ethical use, data privacy, digital literacy, and the need to preserve human interaction and pedagogical judgment. By reviewing current trends, practical applications, and future possibilities, the presentation provides a balanced overview of how AI can enrich ELT while ensuring equitable and meaningful learning experiences for diverse student populations.
It is crucial that students feel as though there is a sense of community in the EFL classroom. When students feel as though they are a valued member of a social group, they are more likely to experience success with their English language studies. They will have a stronger emotional foundation and sense of self-esteem, improving their ability to increase their language skills. They will also develop a stronger sense of intrinsic motivation, sustaining their interest in learning English outside of the classroom. Finally, they will gain more speaking practice while in the classroom, increasing the effectiveness of individual lessons and the course as a whole. In addition to emphasizing the importance of collaboration and community in the EFL classroom, this presentation will also outline strategies instructors can use to achieve these goals. Namely, it will outline ways to create a safe social environment in the classroom and suggest exercises to improve student’s interpersonal communication.
How can classroom teacher engage in teacher research and why should they? This poster session shows that inquiry processes that two teachers used to investigate questions they had about learning and teaching in their academic reading, writing and communication classrooms. The presenters discuss findings and implications from their studies.
Extensive listening improves reading comprehension and communicating skill, bringing positive influence on learning outcome and further language development of the students. Thus, the purpose of this study was to investigate the effect of extensive listening on EFL learners’ reading comprehension through shadow extensive reading. To this end, the researcher selected two intact upper- intermediate classes as experimental groups. As the main tool for Extensive listening was used xreading.com, an online, virtual library with more than 1200 books from 20 ELT publishers such as Macmillan Language House, National Geographic-Cengage Learning, Cambridge University Press, ELI, and Compass Publishing. The experiment run for 8-weeks with pre- and post- one minute word count reading of academic texts, weekly classroom shadow reading of two books of 3000-5000 words for each, and regular retelling of the books just after reading. Also, during the experiment most of the students took part in nationwide 21-day Team reading marathon. Finally, the learners filled the questionnaire and gave interview to make self-assessment for their listening and speaking skill growth. The findings of the study revealed that there was a significant positive effect for listening skill. Moreover, there were some improvements in reading and speaking proficiency level, but also in language comprehension, vocabulary, and their further attitude to English learning. The implications are discussed in terms of the efficacy of Extensive Listening through shadow extensive reading in enhancing EFL learners’ language proficiency. Key words: Extensive listening, extensive reading, shadow reading
Student centered instruction promotes student involvement in the learning process. While students have become more active in monitoring their learning, ways to better engage them in the evaluating and assessment processes-namely, peer assessment and self assessment are crucial. How can students contribute to their own assessment?Student-involved assessment helps learners identify the criteria for assessment that has been assumed by teachers as well as the strengths and weaknesses in their own practice. Teachers implement student involved assessment practices in which learners evaluate themselves and others on their performances on classroom tasks, such as peer reviews, presentations, quizzes and homework assignments.
