Exploring Teachers' Perceptions of AI-Powered Classroom-Based Assessment Tools in ESP Class
DOI:
https://doi.org/10.65576/indofes.v2i1.10Keywords:
AI (Artificial Intelligent), Classroom-based Assessment, ESP CourseAbstract
The growth of technology in this globalization era has led to the innovation of a digital learning platform called artificial intelligence (AI). Artificial intelligence (AI) was a good innovation for teachers and students, helping them during the teaching and learning activities. Moreover, Artificial intelligence (AI) helped the teachers create interactive material for ESP students, which made it more difficult to find specific materials for ESP classes. This study was conducted by interviewing ESP lecturers who teach ESP classes to university students. This study used the semi-structured interview to explore the teachers’ perception of using AI in ESP Course Quizziz, eleven labs, ChatGpt, Google Translate, DeepL translator, Hot Potatoes, TTS maker, Kahoot, Padlet, opexams, and others as an AI classroom-based assessment tools during the teaching and learning process. This study found that some Artificial Intelligences (AI) were beneficial for the ESP lecturer, which made it easier to make ESP materials, teach the ESP students, and assessed students to check their understanding of the subject. The students were very motivated and more interactive during the learning process.
References
Akiba, D., & Fraboni, M. C. (2023). AI-Supported Academic Advising: Exploring ChatGPT’s Current State and Future Potential toward Student Empowerment. Education Sciences, 13(9). https://doi.org/10.3390/educsci13090885
Al Braiki, B., Harous, S., Zaki, N., & Alnajjar, F. (2020). Artificial intelligence in education and assessment methods. Bulletin of Electrical Engineering and Informatics, 9(5), 1998–2007. https://doi.org/10.11591/eei.v9i5.1984
Baleghizadeh, S. (2011). The impact of two instructional techniques on EFL learners' vocabulary knowledge: Flash cards versus word lists. MEXTESOL Journal, 35(2).
Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Using chatbots as AI conversational partners in language learning. Applied Sciences (Switzerland, 12(17). https://doi.org/10.3390/app12178427
Chaudhry, M. A., & Kazim, E. (2022). Artificial Intelligence in Education (AIEd): A high-level academic and industry note 2021. AI and Ethics, 2(1), 157–165. https://doi.org/10.1007/s43681-021-00074-z
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
Dolzhich, E., Dmitrichenkova, S., & Ibrahim, M. K. (2021). Using M-learning technology in teaching foreign languages: A panacea during the COVID-19 pandemic era. International Journal of Interactive Mobile Technologies, 15(15), 20–34. https://doi.org/10.3991/ijim.v15i15.22895
Dr. Zafar Ullah, Dr. S. U. M. N. K. M. M. A. (2023). Measuring efficacy of speaking English chatbot NUMLINA: A user study. Al-Qanṭara, 9(4), 369–387.
Elliott, D., & Soifer, E. (2022). AI technologies, privacy, and security. Frontiers in Artificial Intelligence, 5. https://doi.org/10.3389/frai.2022.826737
Frantz, R. S., Bailey, A. L., Starr, L., & Perea, L. (2014). Measuring academic language proficiency in school-age English language proficiency assessments under new college and career readiness standards in the United States. Language Assessment Quarterly, 11(4), 432–457. https://doi.org/10.1080/15434303.2014.959123
Gocen, A., & Aydemir, F. (2020). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 13–21. https://doi.org/10.2478/rem-2020-0003
Gulruh, N., Dildora, S., Bunyod, B., & Fazliddin, Y. (n.d.). Interactive learning environment in the English language teaching with the help of computer technology. Solid State Technology. www.solidstatetechnology.us
Han, J., & Lee, D. (2024). Research on the development of principles for designing elementary English speaking lessons using artificial intelligence chatbots. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02646-w
Hawanti, S., & Zubaydulloevna, K. M. (2023). AI chatbot-based learning: Alleviating students’ anxiety in English writing classroom. Bulletin of Social Informatics Theory and Application, 7(2), 182–192. https://doi.org/10.31763/businta.v7i2.659
Hwang, W. Y., Guo, B. C., Hoang, A., Chang, C. C., & Wu, N. T. (2022). Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2095406
Ibrahim, K. (2023). Using AI-based detectors to control AI-assisted plagiarism in ESL writing: “The Terminator Versus the Machines.” Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00260-2
Kim, H. S., Cha, Y., & Kim, N. Y. (2021). Effects of AI chatbots on EFL students’ communication skills. Korean Journal of English Language and Linguistics, 2021(21), 712–734. https://doi.org/10.15738/kjell.21..202108.712
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.755914
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability (Switzerland, 13(11). https://doi.org/10.3390/su13116436
Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of the literature. Education Sciences, 13(4). https://doi.org/10.3390/educsci13040410
Maulidyah, D. (n.d.). Students' perception on the use of English subtitle on Zoom during online learning process. JELLT (Journal of English Language and Language Teaching, 5(2).
Maziriri, E. T., Gapa, P., & Chuchu, T. (2020). Student perceptions towards the use of YouTube as an educational tool for learning and tutorials. International Journal of Instruction, 13(2), 119–138. https://doi.org/10.29333/iji.2020.1329a
Miri, M. (2013). Contributory role of collaborative assessment in improving critical thinking and writing. International Journal of Applied Linguistics & English Literature, 3(1), 1–11. https://doi.org/10.7575/aiac.ijalel.v.3n.1p.1
Moura, A., & Carvalho, A. A. A. (2024). Teachers’ perceptions of the use of artificial intelligence in the classroom (pp. 140–150). https://doi.org/10.2991/978-94-6463-380-1_13
Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8). Modestum LTD. https://doi.org/10.29333/ejmste/13428
Polakova, P., & Klimova, B. (2023). Using DeepL translator in learning English as an applied foreign language – An empirical pilot study. Heliyon, 9(8). https://doi.org/10.1016/j.heliyon.2023.e18595
Qasem, F., Ghaleb, M., Mahdi, H. S., Al Khateeb, A., & Al Fadda, H. (2023). Dialog chatbot as an interactive online tool in enhancing ESP vocabulary learning. Saudi Journal of Language Studies, 3(2), 76–86. https://doi.org/10.1108/sjls-10-2022-0072
Rizkiyah, F. N. (2017). Improving students’ ability in writing hortatory exposition texts by using the process-genre based approach with YouTube videos as the media (Vol. 2, Issue 1).
Shaikh, S., Yayilgan, S. Y., Klimova, B., & Pikhart, M. (2023). Assessing the usability of ChatGPT for formal English language learning. European Journal of Investigation in Health, Psychology and Education, 13(9), 1937–1960. https://doi.org/10.3390/ejihpe13090140
Shin, D., Kim, H., Lee, J. H., & Yang, H. (2021). Exploring the use of an artificial intelligence chatbot as second language conversation partners. Korean Journal of English Language and Linguistics, 2021(21), 375–391. https://doi.org/10.15738/kjell.21..202104.375
Tiara Putri Utomo, D., & Ahsanah, F. (n.d.). Utilizing digital comics in college students’ grammar class. Journal of English Language Teaching and Linguistics, 5(3). www.jeltl.org
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212
Zhang, R., Zou, D., & Cheng, G. (2023). Chatbot-based learning of logical fallacies in EFL writing: Perceived effectiveness in improving target knowledge and learner motivation. Interactive Learning Environments. https://doi.org/10.1080/10494820.2023.2220374
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Difa Salsa Maulidyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
