Biography
Dr. Walaa Shekho is a Syrian academic, researcher, and professional translator specializing in literary studies, comparative literature, and English–Arabic translation. She earned her Ph.D. in Literary Studies and Comparative Literature from Aleppo University in 2023 and holds master’s degrees in literary studies and translation. She has taught at Aleppo University, Cordoba Private University, and Ebla Private University, delivering courses in comparative literature, literary criticism, medical and literary translation, and English for Specific Purposes. With more than a decade of professional translation experience, she has also served as an interpreter at international conferences. Her scholarly work addresses literature, criticism, and translation, with research published in peer-reviewed journals. She is a co-author of Bridging Texts: Translation and Literary Studies in Dialogue. Beyond her university teaching, she has contributed to language training and inclusive education, including volunteer instruction for visually impaired students in Syria, reflecting her commitment to academic accessibility and community engagement.
Conference contributions 1
ESP RECEPTION OF ENGLISH VIA AI TOOLS AS A METHOD OF ENHANCING CONVERSATION SKILLS
MAS University Dr. Walaa Shekho, Ph. D Abstract Artificial Intelligence (AI) has developed to be a transformative force in English for Specific Purposes (ESP) training, shifting the focus from passive understanding to active, appropriate and contextual discourse. This research examines the reception and efficacy of generative AI tools as a primary method for enhancing conversation skills within highly specialized professional and academic spheres. While old traditional ESP frameworks often struggle to provide scalable, authentic domain-specific dialogue, modern AI-driven conversational agents offer personalized, real-time interactive frameworks. following a mixed-method approach, this study explores how learners perceive and apply these virtual interlocutors to practice industry-specific terminology, simulate high-stakes workplace scenarios, and receive immediate feedback as a correction on conversational register and fluency. The findings suggest that AI tool reception is largely helpful, significantly increasing learner self-sufficiency, reducing foreign language anxiety, and enhancing contextual communication confidence. However, the data also highlights persistent challenges, particularly concerning algorithmic generalization, a lack of human-to-human cultural orientation, and the risk of over-dependence. Ultimately, this paper argues that while AI tools work as powerful mechanisms for linguistic reception and conversational skills, they are most effective when arranged as supplementary accelerators rather than complete replacements for human-guided expert interaction. The study ends up with methodological recommendations for instructors seeking to improve human-AI collaboration within contemporary ESP course books.