The Impact of Artificial Intelligence on the Assessment Process
A Study with Language Center Teachers
DOI:
https://doi.org/10.26512/les.v26i2.59883Keywords:
assessment, artificial intelligence, anguage teaching, language teaching, teaching practice, educational technologiesAbstract
This article explores the perceptions of foreign language teachers at the Language Center (LC) of the Federal University of Goiás (FUG) regarding the impact of artificial intelligence (AI) on assessment practices. The study takes as its starting point the first author’s experience as an undergraduate student majoring in English and as a scholarship teacher at LC, under the supervision of the co-author, where concerns about the authenticity of texts submitted by students in diagnostic activities arose. Adopting a qualitative case study design, the research draws on the contributions of Zabala (2010), Luckesi (2011), and Fidalgo (2006) with recent research on AI. Data were collected through questionnaires and interviews with CL teachers. The findings indicate that, although teachers acknowledge AI’s potential to support assessment design and optimize time, they emphasize the importance and the need of critical curation and ethical responsibility in its use.
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Copyright (c) 2026 Armaní Divina Araújo Siqueira; Eliane Carolina de Oliveira (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
