Foreign Language Teachers’ Perceptions of the Use of a Generative AI Application in Designing Reading Classroom Assessments
Bibliographic Data
| ID | 21436117 |
|---|---|
| Authors | Alexis A Lopez (0000-0002-4616-1091, Southern New Hampshire University), Gabriel Cote Parra (0000-0002-0095-8265, University of Pamplona) |
| Year | 2025 |
| Volume | 53 |
| Issue | 1S |
| Pages | e20214386 |
| Publication date | 2025-06-24 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Lenguaje (JOURNAL) |
| Journal identifiers | ISSN: 0120-3479 • E-ISSN: 2539-3804 |
| Publisher | Universidad del Valle (PUBLISHER • CO) |
| DOI | 10.25100/lenguaje.v53i1s.14386 |
| OpenAlex | W4411592520 |
| Language | EN |
| References cited | 57 |
Artificial intelligence (AI) has become an essential part of language assessment. AI tools are used for automated item generation, scoring, and feedback, improving the development, administration, and interpretation of large-scale language assessments. This study examines the use of an AI tool, ChatGPT, in classroom assessment and proposes a way for teachers to use the tool to simplify the language complexity of written texts (i.e., reading passage) and generate comprehension questions for basic English level (A1-A2). Seven English as a foreign language (EFL) teachers currently teaching basic users participated in one-on-one interviews to discuss their perceptions of ChatGPT, and to evaluate the quality and appropriateness of the simplified text and the questions. The study illustrates how ChatGPT was used to generate the assessment content and presents the teachers’ perceptions, offering implications for using generative AI tools to design reading classroom assessments
Foreign language · Generative grammar · Linguistics · Mathematics education · Perception · Reading (process) · Artificial Intelligence · Computer Science · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology · Text Readability and Simplification
The Coding Manual for Qualitative Researchers
On Defining Artificial Intelligence
Generative AI
New Era of Artificial Intelligence in Education
Challenges and opportunities for classroom-based formative assessment and AI
To simplify or not? Facilitating English L2 users' comprehension and processing of open educational resources in English using text simplification
Artificial intelligence in educational assessment
Linguistically responsive formative assessment for emergent bilinguals
The promise of NLP and speech processing technologies in language assessment
Automated scoring and feedback systems
Test design and validity evidence of interactive speaking assessment in the era of emerging technologies
The Promises and Challenges of Artificial Intelligence for Teachers
Complex Text and New Common Standards in the United States
Peer Debriefing in Qualitative Research
| Highly cited | No |
|---|