| تعداد نشریات | 24 |
| تعداد شمارهها | 918 |
| تعداد مقالات | 8,235 |
| تعداد مشاهده مقاله | 16,385,051 |
| تعداد دریافت فایل اصل مقاله | 13,882,706 |
Investigating Iranian EFL Teacher AI Assessment Literacy: A ChatGPT-Driven Collaborative Reflective Approach | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 45، شماره 4، آذر 2026، صفحه 29-53 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2026.55936.3494 | ||
| نویسندگان | ||
| Rajab Esfandiari* ؛ Mohammad Hossein Arefian | ||
| Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| چکیده | ||
| The emergence of artificial intelligence (AI) has prompted teachers to integrate AI tools into assessment practices. Accordingly, teachers need to learn how to implement AI tools to inform their assessment practices with a sufficient level of AI-based assessment literacy. One promising approach to developing teachers’ AI-based assessment literacy can be collaborative reflective practice (CRP), particularly when facilitated by tools such as ChatGPT or other generative AI technologies. This study qualitatively explored how English-as-a-foreign-language (EFL) teachers can individually and collectively reflect and collaborate with ChatGPT through CRP to develop their AI-based assessment literacy. After collecting qualitative data from six novice and experienced EFL teachers through observations, group discussions, and interviews within a descriptive case research design, we found that EFL teachers developed their AI-based assessment literacy emotionally, socially, and professionally through ChatGPT-driven CRP. The teachers reflected on their AI-based assessment practices, collaborated with ChatGPT to identify and solve problems related to using AI tools within assessment practices, received feedback and guidance from ChatGPT to use AI tools in their assessment practices, and improved their knowledge of AI-based assessment by using ChatGPT-driven CRP. The findings of this study contribute to the growing dialogue on AI integration in professional development by empirically showing that ChatGPT-driven collaborative reflective practice can function as a viable, accessible, and context-responsive mechanism for developing EFL teachers’ AI-based assessment literacy, particularly in under-resourced contexts where institutional professional development opportunities are restricted. | ||
| کلیدواژهها | ||
| AI-based assessment literacy؛ ChatGPT-driven CRP؛ Collaborative reflective practice؛ Professional development | ||
|
آمار تعداد مشاهده مقاله: 6 |
||