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Artificial Intelligence Knowledge Development

<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif;">The introduction of Generative Artificial Intelligence (GenAI) has raised several issues in English teaching and assessment such as authorship, academic honesty, and pedagogical appropriateness. Although these tools can be used for feedback, task design, and support, their integration may also result in a number of ethical and instructional challenges. In this sense, this study focuses on how in-service English teachers in T&uuml;rkiye recognize and respond to GenAI in the context of language assessment. In the study, four frameworks, Teacher Cognition, Language Assessment Literacy, Technological Pedagogical Content Knowledge (TPACK), and Critical Pedagogy, were employed to investigate beliefs, attitudes, and experiences of the participants. Sixteen in-service teachers from different contexts took part in semi-structured interviews. The analysis identified four themes: ethical reasoning and teacher agency, changing conceptions of assessment literacy, technological competence and institutional uncertainty, and equity issues regarding access and student readiness. While participants reported that they used GenAI tools, they also raised some concerns. The participants also stressed lack of clear institutional guidance and training. In addition, the participants reported that they developed alternative assessment practices to reduce AI misuse. This study reveals a teacher-centered, theoretically grounded description of GenAI integration in under-researched educational settings.</span></p>

ltrq.2025.52.01.pdf

Original Research 

ltrq.2025.52.01.xml

Rethinking Assessment Practices in English Language Teaching in the Age of Generative Artificial Intelligence