Teacher Perception in Using Artificial Intelligence in Developing Language Assessment
DOI:
https://doi.org/10.58485/elrusyd.v11i1.791Keywords:
Artificial intelligence, language assessment, teacher perception, EFL, mixed methodsAbstract
This study investigates English language teachers’ perceptions of using Artificial Intelligence (AI) in developing language assessment in junior high school education contexts. Employing a sequential explanatory mixed-methods design, this study involved 52 English language teachers across Bukittinggi. Data were collected through a validated 35-item Likert-scale questionnaire (TPALA-Q) and semi-structured interviews with fifteen participants. Quantitative data were analyzed using descriptive statistics and one-way ANOVA, while qualitative data underwent thematic analysis. Results indicate moderately positive overall perceptions (M = 3.41), with Perceived Usefulness rated highest (M = 3.62) and Concerns and Ethics also prominent (M = 3.89). Institutional type significantly influenced readiness levels. Teachers recognize AI's efficiency benefits but raise concerns about validity, data privacy, and professional deskilling. These findings offer implications for AI integration policy and teacher professional development in EFL assessment contexts.
References
Anidar, J., Nursyamsi, N. Diminurman, A., & Engkizar, E. (2026). Building religious character in students: a qualitative study of youth information and counseling centers. Jurnal Konseling Dan Pendidikan, 14(1), 194–204. https://doi.org/https://doi.org/10.29210/1158400
Aryasutha, R., Azizah Ria Kusrini, N., Nurul Ulya, J., & Syamsiah Septiani, N. (2025). Opportunities and Challenges for Islamic Education Teachers in Using Artificial Intelligence in Learning. Muaddib.Intischolar.Id, 2(1), 43. https://muaddib.intischolar.id/index.php/muaddib/article/view/6
Bates, T. (2022). Teaching in a digital age : general : guidelines for designing, teaching and learning. Tony Bates Associates Ltd., 19(2), 1045. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/
Braun, V., & Clarke, V. (2012). Thematic analysis. The SAGE Handbook of Qualitative Research in Psychology, 2, 17–37.
Cheng, L., & Wang, H. (2022). AI-assisted language assessment: EFL teachers’ perspectives and practices. Language Testing in Asia, 12(1), 1–18. https://doi.org/10.1186/s40468-022-00162-8
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Efendi, E., Jaafar, A., & Engkizar, E. (2026). Muslim Women’s Leadership in Conflict Management in Higher Education. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 11(2), 826–838. https://doi.org/https://doi.org/10.24042/tadris.v11i2.30474
Engkizar, E., Jaafar, A., Alias, M. F. B., Guspita, R., & Albizar, A. (2025). Utilisation of Artificial Intelligence in Qur’anic Learning: Innovation or Threat? Journal of Quranic Teaching and Learning, 1(2), 1–17. https://joqer.intischolar.id/index.php/joqer/index
Engkizar, E., Jaafar, A., Hamzah, M. I., Syafril, S., Ediz, M. H., Efendi, E., & Oktavia, G. (2026). Tartil Method as an Effective Pedagogical Approach for Enhancing Students’ Interest in Quranic Learning. International Journal of Multidisciplinary Research of Higher Education (IJMURHICA, 9(1). https://doi.org/10.24036/ijmurhica.v9i1.637
Engkizar, E., Jaafar, A., Hamzah, M. I., Syafril, S., Oktavia, G., Febriani, A., & Albizar, A. (2026). Tartil Method as an Effective Strategy for Transforming Students’ Positive Attitudes in Learning the Qur’an. Journal of Quranic Teaching and Learning, 2(1), 50–63. https://joqer.intischolar.id/index.php/joqer/article/view/21
Foltz, P. W., Streeter, L. A., Lochbaum, K. E., & Landauer, T. K. (2013). Implementation and applications of the intelligent essay assessor. In M. D. Shermis & J. Burstein (Eds.), Handbook of Automated Essay Evaluation: Current Applications and New Directions. Routledge. https://doi.org/10.4324/9780203122761
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. The Center for Curriculum Redesign, Boston, MA. In Journal of Computer Assisted Learning (Vol. 14, Issue 4). Center for Curriculum Redesign. https://www.researchgate.net/publication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implications_for_Teaching_and_Learning
Huang, J., Saleh, S., & Liu, Y. (2021). A review on artificial intelligence in education. Academic Journal of Interdisciplinary Studies, 10(3), 206–217. https://doi.org/10.36941/AJIS-2021-0077
John W. Cresweel, V. L. P. C. (2007). Designing and Conducting Mixed Methods Research. In Designing and Conducting Mixed Methods Research (Third Edit). Sage Publication.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014
Kasheem, M., Yahya, N., Shalghoum, N., Masuwd, M., Alriteemi, A., Abdullah, M., Alsaeh, F., & Alrumayh, S. (2025). Artificial Intelligence in Academic Research: Adoption, Opportunities, and Barriers among Faculty in Libya Higher Education. Multidisciplinary Journal of Thought and Research, 1(3), 109–127. https://mujoter.intischolar.id/index.php/mujoter
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., … Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kebudayaan, K. P. dan. (2020). Kebijakan Merdeka Belajar: Visi Pendidikan Indonesia. Kementerian Pendidikan dan Kebudayaan.
Khairunisa, F., Yala, M. T. K., & Ibrahim, B. (2025). The Effect of Instagram Reels on Arabic Vocabulary Learning Outcomes. Journal of Arabic Literature, Teaching and Learning, 1(1), 47–53. https://jaliter.intischolar.id/index.php/jaliter/article/view/5
Lee, J., & Briggs, N. (2021). Automated writing evaluation: Perceptions and practices of EFL teachers in higher education. Computers & Education, 165, 104145.
Li, J., Link, S., & Hegelheimer, V. (2022). Selected bibliography of recent scholarship in second language writing. Journal of Second Language Writing, 34, 34–41. https://doi.org/10.1016/j.jslw.2016.09.004
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2019). Intelligence unleashed: an argument for AI in education. Resource document. https://discovery.ucl.ac.uk/id/eprint/1475756/
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.3102/00346543062003307
Shermis, M. D., & Burstein, J. (2019). Should robots replace teachers? AI and the future of education. (1st ed.). In Polity Press. Polity Press. https://research.monash.edu/en/publications/should-robots-replace-teachers-ai-and-the-future-of-education/
Song, X., Razali, A. B., Sulaiman, T., & Jeyaraj, J. J. (2024). Impact of Project-Based Learning on Critical Thinking Skills and Language Skills in EFL Context：A Review of Literature. World Journal of English Language, 14(5), 402–412. https://doi.org/10.5430/wjel.v14n5p402
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers and Education, 57(4), 2432–2440. https://doi.org/10.1016/j.compedu.2011.06.008
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly: Management Information Systems, 27(3), 425–478. https://doi.org/10.2307/30036540
Wilson Heenan, I., De Paor, D., Lafferty, N., & Mannix McNamara, P. (2023). The Impact of Transformational School Leadership on School Staff and School Culture in Primary Schools—A Systematic Review of International Literature. Societies, 13(6), 133. https://doi.org/10.3390/soc13060133
Yeh, H. C., Tseng, S. S., & Heng, L. (2022). Enhancing EFL students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609–1618. https://doi.org/10.1080/10494820.2020.1734625
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
