Exploring Teachers’ Awareness And Use Of AI In Language Assessment

Abstract

The main goal of the research is to explore the perceptions of the newly appointed lecturers to the Shaheed Benazir Bhutto University, Sanghar Campus, towards the application of ChatGPT, a powerful tool that is already widely used in learning environments. Compared to generic AI platforms, ChatGPT has been broadly used by educators to come up with assessment material, which makes it a proper perspective in the study of AI-aided exam preparation in language classrooms. Nonetheless, most of the lecturers in most universities especially the teachers at Shaheed Benazir Bhutto University, Sanghar Campus are yet to be oriented on how to utilize these applications. This research indicates that the desire among teachers to assess language based on AI is hampered by the fact that they are not exposed to AI literacy and effective training to use AI in a fruitful manner. In this research, the qualitative research design was used to address the perceptions of new appointed lecturers. The study was undertaken in Shaheed Benazir Bhutto University, Sanghar Campus where the participants contributed their own experience, preparation, and issues associated with the implementation of AI in learning institutions. The technique used to select participants was purposive sampling. The study sample is composed of eight lecturers who are newcomers in the university. The use of face-to-face semi-structured interviews was used to collect data. To examine the data, the thematic analysis method has been used, based on a six-step guide identified by Braun and Clarke (2016). The results demonstrate that ChatGPT is an effective tool in lesson planning, development of resources and formative evaluation. It provides solutions to save the time, helps create the differentiated learning materials, advocates student-centered practices giving learners an opportunity to work on the language tasks on their own. Further, the tool has been discovered to increase the confidence of lecturers in dealing with heavy language materials especially when the teaching experience is limited. In subsequent studies, one should consider broader scope in terms of educators with different scholarly backgrounds, differing institutions and experiences in teaching. The views of students on the application of AI in learning can add more depth to the sphere of its influence in the classroom. Moreover, studies conducted in a longitudinal manner may examine the way in which the implementation of generative AI may change over the years and what long-term consequences it has on the quality of the teaching process, the results of the learners, and the practices of institutions.

Keywords: Teachers’ Awareness, Use of AI, Language Assessment, Newly Appointed Lecturers, ChatGPT