“Jeder hat seinen eigenen Geschmack”: Comparative Analysis of AI and Human Raters in German Proverb Oral Performance Assessment

Sudarmaji, Iman Santoso, Aditya Rikfanto, Retna Endah Sri Mulyati — Mon, 10 Aug 2026 00:00:00 +0000

This study aims to analyze scoring variations and test the statistical significance of differences between AI-based evaluation (Large Language Model) and human raters in assessing the oral performance of German proverbs. Using a quantitative, within-subjects design, the study involved 30 students who were evaluated on four parameters: grammar, pronunciation, fluency, and the use of proverbs. The results of a paired-samples t-test reveal highly significant differences (p < 0.001) across all assessment aspects. The AI consistently demonstrates a leniency bias, assigning higher absolute scores than human raters. The largest discrepancy is in the use of proverbs, with a mean difference of 3.73 points. These findings indicate that AI tends to operate at the level of structured linguistic surface features, yet remains limited in capturing cultural nuances, implicit meanings, and pragmatic contextual appropriateness. These are areas that constitute the core strength of human cognitive sensitivity. This study recommends implementing a hybrid app using language to evaluate, in which AI assesses structural-mechanistic aspects, while interpretive sociolinguistic dimensions remain under human raters' control.

An Albatross on the Neck: Implications of Artificial Intelligence in a Fijian University’s ESL Classrooms

Ravnil Narayan — Mon, 10 Aug 2026 00:00:00 +0000

With the inclusion of innovative technological advancements in English as a Second Language (ESL) classrooms, it is now possible to predict the future of ESL learning in Fijian universities, where Artificial Intelligence (AI) is ubiquitous. This study seeks to explore the perceptions of university ESL educators regarding the incorporation of Artificial Intelligence (AI) technologies in their classrooms. By leveraging the power of AI, educators can provide personalized feedback, adaptive learning experiences, authentic resources, and collaborative opportunities for students. The respondents for this study consist of ten ESL university educators, who were selected purposefully based on their expertise and familiarity with AI technologies. By exploring the perspectives of these educators, this research seeks to gain insights into the effectiveness, challenges, and potential benefits of AI integration in ESL education at a university level. The findings indicate that these educators have optimistic, as well as pessimistic perceptions towards the use of AI. The results also highlight the importance of considering students’ motivation levels and educators’ technological and pedagogical competence when integrating AI into the ESL classrooms. Also, this research provides insights into the educators’ perceptions and sheds light on the considerations needed for effective implementation of AI technologies in university’s ESL education.

International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural)

“Jeder hat seinen eigenen Geschmack”: Comparative Analysis of AI and Human Raters in German Proverb Oral Performance Assessment

An Albatross on the Neck: Implications of Artificial Intelligence in a Fijian University’s ESL Classrooms