Pre-Service Language Teachers’ Perceptions of AI-Driven Language Assessment: A Preliminary Investigation

Authors

  • M. Fajru Sidqi Pendidikan Bahasa Inggris, FKIP Universitas Pekalongan, Lampung, Indonesia
  • Sarlita Matra Pendidikan Bahasa Inggris, FKIP Universitas Pekalongan, Lampung, Indonesia
  • Inayatul Ulya Pendidikan Bahasa Inggris, FKIP Universitas Pekalongan, Lampung, Indonesia

DOI:

https://doi.org/10.24256/ideas.v13i1.6816

Keywords:

AI Tools, Assessment, English pre-service teachers, Perception

Abstract

The emergence of artificial intelligence (AI) in education has begun reshaping language assessment practices, demanding that future educators develop not only assessment literacy but also a critical understanding of AI-driven tools. This preliminary study explores the perceptions and beliefs of pre-service language teachers in Indonesia regarding AI-based language assessment, with a focus on how these perceptions influence their readiness to navigate the evolving landscape of educational evaluation. Employing a mixed-methods approach through open-ended surveys, the study investigates participants’ views on the pedagogical potential of AI technologies in supporting formative and summative assessment, as well as the challenges they face in adopting such innovations. Findings indicate that while many pre-service teachers acknowledge the efficiency and objectivity offered by AI, they express uncertainty about its reliability, ethical implications, and their own preparedness to effectively integrate AI tools into classroom assessment. These insights point to an urgent need for teacher education programs to incorporate AI-related assessment training that fosters not only technical skills but also reflective and ethical awareness. This study contributes to the growing discourse on AI in language education, advocating for a reimagined teacher preparation model that equips future educators with the competencies needed for responsible and effective use of AI-driven assessment systems.

Author Biographies

M. Fajru Sidqi, Pendidikan Bahasa Inggris, FKIP Universitas Pekalongan, Lampung

M. Fajru Sidqi is a lecturer at the English Education Department, Universitas Pekalongan, Indonesia. His research interests include English language teaching, EFL curriculum development, language assessment, and the integration of educational technology in English language learning. He has been actively involved in teaching and research projects focusing on improving EFL students’ language skills and enhancing instructional practices both in Indonesian primary and higher education contexts.

Inayatul Ulya, Pendidikan Bahasa Inggris, FKIP Universitas Pekalongan, Lampung

Inayatul Ulya is a lecturer at the English Education Department, Universitas Pekalongan, Indonesia. Her academic interests include English language pedagogy, academic writing, early childhood English education, and the application of technology in language learning. She is involved in various research and community service projects aimed at enhancing English teaching strategies, particularly for young learners and pre-service teachers.

References

Altan, M. Z. (2012). Pre-service EFL teachers' beliefs about foreign language learning. European Journal of Teacher Education, 35(4), 481–493. https://doi.org/10.1080/02619768.2011.643398

Babaii, E. (2019). Teachers' assessment literacy and their assessment practices: The mediating role of teaching experience. Iranian Journal of Language Teaching Research, 7(3), 1–20.

Bani, M., & Masruddin, M. (2021). Development of an Android-based harmonic oscillation pocketbookfor senior high school students. JOTSE: Journal of Technology and Science Education, 11(1), 93-103.

Chen, A., Zhang, Y., Jia, J., Liang, M., Cha, Y., & Lim, C. P. (2025). A systematic review and meta-analysis of AI-enabled assessment in language learning: design, implementation, and effectiveness. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13064

DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Assessment literacy: A review of the literature. Educational Measurement: Issues and Practice, 35(1), 27–46. https://doi.org/10.1111/emip.12095

Furwana, D., Muin, F. R., Zainuddin, A. A., & Mulyani, A. G. (2024). Unlocking the Potential: Exploring the Impact of Online Assessment in English Language Teaching. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 653-662.

Gebril, A. (2017). Assessment literacy: A review of the literature. Language Testing in Asia, 7(1), 1–12. https://doi.org/10.1186/s40468-017-0041-8

Hastomo, T., Mandasari, B., & Widiati, U. (2024). Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools. Journal of Education and Learning (EduLearn), 18(4), 1572–1581. https://doi.org/10.11591/edulearn.v18i4.21644

Huang, Y. M., Chen, J. N., & Wang, Y. S. (2023). Exploring the role of AI chatbots in language learning: Learner perceptions and engagement in higher education. Computers & Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127

Iksan, M., Husnaini, H., & Masruddin, M. (2022). Implementation of a weekly English program with a fun learning method for pesantren students. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 872-879.

Jamshed, M., Alam, I., Al Sultan, S., & Banu, S. (2024). Using artificial intelligence for English language learning: Saudi EFL learners’ opinions, attitudes, and challenges. Journal of Education and e-Learning Research, 11(1), 135–141. https://doi.org/10.20448/jeelr.v11i1.5397

Lee, I., & Mao, Y. (2024). Teachers' assessment literacy in the digital age: Challenges and opportunities. Assessment & Evaluation in Higher Education, 49(2), 234–248. https://doi.org/10.1080/02602938.2023.2181234

Looney, A., Cumming, J., van Der Kleij, F., & Harris, K. (2018). Reconceptualizing the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(5), 442–467. https://doi.org/10.1080/0969594X.2016.1268090

Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher's classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417–435. https://doi.org/10.1007/s10972-011-9231-3

Ogan-Bekiroglu, F., & Suzuk, E. (2014). Pre-service physics teachers' assessment beliefs and practices. International Journal of Science Education, 36(7), 1214–1235. https://doi.org/10.1080/09500693.2013.844077

Redecker, C. (2017). European Framework for the Digital Competence of Educators (DigCompEdu). Publications Office of the European Union. Retrieved from https://publications.jrc.ec.europa.eu/repository/handle/JRC107466)

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83(10), 758–765. https://doi.org/10.1177/003172170208301014

Tsunemoto, S., & Trofimovich, P. (2023). Language teachers’ assessment literacy: A review of recent research. Language Teaching Research, 27(1), 3–22. https://doi.org/10.1177/13621688211070358

Wulandari, M., & Purnamaningwulan, R. A. (2024). Exploring Indonesian EFL pre-service teachers’ experiences in AI-assisted teaching practicum: Benefits and drawbacks. LLT Journal: A Journal on Language and Language Teaching, 27(2), 878–894. https://doi.org/10.24071/llt.v27i2.8690

Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010

Yahya, A., Husnaini, H., & Putri, N. I. W. (2024). Developing a Common Expressions Book in Indonesian Traditional Markets in Three Languages (English-Indonesian-Mandarin). Language Circle: Journal of Language and Literature, 18(2), 288-295.

Zhang, C., Schießl, J., Plößl, L., Hofmann, F., & Gläser-Zikuda, M. (2023). Acceptance of artificial intelligence among pre-service teachers: A multigroup analysis. International Journal of Educational Technology in Higher Education, 20(49). https://doi.org/10.1186/s41239-023-00420-7

Downloads

Published

2025-06-30

Issue

Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

Citation Check

License

Copyright (c) 2025 M. Fajru Sidqi, Sarlita Matra, Inayatul Ulya

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)