Biography
About the author: Kenza TAKARROUCHT is an assistant professor at the English Department, University of ABOUELKACEM-SAADALLAH Algiers 2. She holds a PhD. degree in didactics. She has taught theory-based ESP (as a module) for three years. She also taught English for Media & Journalism and English for Commerce at higher education level. The principal areas in which she has published articles are student self-assessment and EFL writing. Other research interests revolve around ICTs and AI in higher education, ESP, and assessment. ORCID: 0000-0001-9248-4353.
Conference contributions 1
AI-ASSISTED ASSESSMENT OF EFL WRITING:
A case study on opportunities and teachers' perceptions
The rapid and steady technological advances have led to the incorporation of AI-powered assistants in nearly every pedagogical practice. This trend inevitably impacts assessment practices. However, many educators question the processes and the opportunities that are not adequately researched in the field of EFL teaching. Therefore, this study aims to explore how EFL teachers use AI for assessment purposes and their perceptions towards its use. To that end, the study employed an explanatory sequential mixed methods design. In the first phase, quantitative data were collected through a questionnaire and analyzed using correlational statistics to examine the association between AI use and assessment practices of a group of teachers (n=30). In the second phase, qualitative data were gathered through semi-structured interviews with selected participants to gain a deeper understanding of the quantitative findings and explore teachers' assessment practices. Data indicated that AI-assisted assessment was supportive in terms of generation of criteria, scoring, and feedback on the writing process. Moreover, teachers voiced positive perceptions with regard to reliability, while they raised concerns about validity.