EXPLORING AI-AIDED LANGUAGE ASSESSMENT: PERSPECTIVES FROM EFL TEACHERS

This study explores EFL teachers’ perspectives on how the AI Assessment Scale (AIAS) was interpreted and implemented in the context of AI-aided assessment practices. Grounded in the AIAS, this study employed semi-structured interviews with 25 EFL teachers at a private university. The interview data were analyzed using thematic analysis. The findings reveal a shift in teachers’ focus from monitoring AI use to rethinking assessment validity. In particular, teachers had selective acceptance of AI engagement at different levels of assessment. The results also highlight teacher agency in contextualizing the framework. Teachers’ tensions between institutional expectations and pedagogical judgment were also identified. Based on these insights, this study proposes a model to support AI-assisted assessment and offers some pedagogical and institutional implications.