2027 Summer Research Program

Duration: 6 weeks (11 January to 19 February 2027)
Hours of engagement: 36 hours per week
Delivery mode: Except for the occasional face-to-face meetings, the working can be done mostly remotely.
Location: School of Languages and Cultures, UQ St Lucia.

As universities become more diverse and generative AI changes how students complete written assessments, there is increasing use of oral and interactive assessments such as presentations, interviews, simulations, and group discussions. These assessments can provide more authentic ways for students to demonstrate learning. Still, they also require students to communicate effectively with others in real time.

A key aspect of successful communication is interactional competence: the ability to participate in conversations by taking turns, responding appropriately, interpreting others' contributions, and adapting communication to different situations. Students may have had different opportunities to develop these skills, which can affect their performance in oral assessments.

At the same time, AI conversation tools are becoming more accessible. They may offer students opportunities to practise communication in a low-pressure environment. However, we know little about whether students find these tools useful for developing interactional competence or what features make them most effective.

This project will investigate how students perceive the usefulness of AI conversational tools for developing interactional competence and the factors that influence those perceptions. The broader aim is to understand better how AI can support communication development in ways that are effective, accessible, and equitable in higher education.

Students will engage with relevant research, share their experiences, and contribute to survey development to evaluate the usefulness of the AI conversation tools. Their input will ensure that the research reflects students' needs, experiences, and priorities, helping to inform future educational practice and research.

Students will contribute to the project through several research activities. First, they will identify and review relevant academic literature on interactional competence, oral communication, and the use of AI conversation tools in education. They will then prepare an annotated bibliography that summarises and evaluates key studies, helping to establish the background and rationale for the project.

Drawing on both the literature and their own experiences as university students, participants will also help design a questionnaire survey. The survey will explore students' perceptions of the effectiveness of AI conversation tools for developing interactional competence, including features that support or hinder learning. Student involvement in the survey design will help ensure that the questions are relevant, meaningful, and reflective of the intended users' experiences and priorities, thereby strengthening the quality and practical relevance of the research.

Students will gain experience in several key stages of the research process. They will develop skills in locating, reading, and critically evaluating academic literature, as well as preparing an annotated bibliography that synthesises and assesses existing research. Through this work, students will strengthen their academic reading, writing, and information literacy skills.

Students will also gain experience in research design by contributing to the development of a questionnaire survey. This will involve translating ideas from the literature into survey questions, considering issues of validity and relevance, and reflecting on how research instruments are designed to collect meaningful data. In addition, students will develop skills in collaboration, critical thinking, and communication by discussing research findings and sharing their perspectives with the research team. These experiences will provide valuable preparation for future honours, postgraduate, or professional research activities.

The project is expected to produce a student-informed survey instrument to investigate the perceived usefulness of AI conversational tools in developing interactional competence. It will also synthesise relevant literature on interactional competence, oral communication, and the educational use of AI conversation tools.

More broadly, the project will contribute to understanding how university students perceive the role of AI conversation tools in developing communication skills needed for oral and interactive assessments. The findings will help identify factors that influence the effectiveness of these tools and provide insights that may inform future research, educational practice, and the design of AI-supported learning resources in higher education.

This project would be suitable for undergraduate students in disciplines such as Applied Linguistics, Linguistics, Education, Languages, Communication and related fields. Postgraduate students may be particularly well placed to contribute, as the project involves reading and evaluating academic literature and engaging in research design. However, motivated students from other disciplines who are interested in communication, education, or AI are also encouraged to apply.

Useful skills include strong written communication, critical reading, attention to detail, and the ability to work independently and collaboratively. Prior coursework in research methods, language and communication, educational studies, or applied linguistics would be beneficial but is not essential.

Student researchers will be working with A/Prof Noriko Iwashita, supervisor of the project and work collaboratively in another research team on the same topic with a different focus which is led by Dr Aparna Hebbani at School of Communication and Arts.   

Students will have the opportunity to work closely with academic researchers and gain insight into how research projects are developed and conducted in higher education. Through regular discussions with the research team, students will build professional networks and deepen their understanding of research careers and postgraduate study opportunities.

Depending on project progress and outcomes, students may have opportunities to contribute to conference presentations, research reports, or academic publications arising from the project, with appropriate acknowledgement of their contributions. They will also gain experience communicating research findings to different audiences, an important skill for both academic and professional settings.

For students interested in further research, participation may provide a pathway to a Master’s coursework, dissertation project, or involvement in future projects related to language, communication, education, and AI. The project will also offer insights into emerging issues in higher education and educational technology, helping students understand how research can improve learning experiences and inform evidence-based educational practice. These experiences will allow students to see the broader impact of research beyond the classroom and develop skills that are valuable across a wide range of careers.

Students may contact the supervisor before applying.

Direct enquiries to: A/Prof Noriko Iwashita, n.iwashita@uq.edu.au