EFL School Teacher’s AI Assessment Literacy: An Exploratory Study
This chapter is part of: Chapelle, C. A., Beckett, G. H., & Ranalli, J. (Eds.). (2024). Exploring artificial intelligence in applied linguistics. Iowa State University Digital Press. https://doi.org/10.31274/isudp.2024.154.
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| This study investigates the AI assessment literacy of high school EFL teachers using the Chinese AI-powered chatbot, ERNIE Bot. Interviews and digital protocols revealed a dynamic relationship between teachers’ practical and conceptual knowledge, with both areas mutually reinforcing each other. However, technical knowledge emerged as a potentially independent domain, operating separately from practical and conceptual understandings. This finding underscores the importance of recognizing technical proficiency as a critical component of AI assessment literacy, alongside the interconnectedness of practical and conceptual knowledge. |
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Published Published By Pages DOI July 31, 2024 Iowa State University Digital Press 14 10.31274/isudp.2024.154.09 License Information ©2024 The authors. Published under a CC BY license. Citation Xu., H. (2024). EFL school teacher’s AI assessment literacy: An exploratory study. In C. A. Chapelle, G. H. Beckett, & J. Ranalli (Eds.), Exploring artificial intelligence in applied linguistics (pp. 137–150). Iowa State University Digital Press. https://doi.org/10.31274/isudp.2024.154.09.