Exam Readiness and Academic Integrity in the Age of Generative AI: EFL Teachers’ Perspectives on Adapting Assessment Practices
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Abstract
The growing reliance of students on Generative AI (GenAI) raises critical concerns about exam readiness and academic integrity, underscoring the need to rethink traditional exam-related tasks. The study at hand explores these issues, employing reflexive thematic analysis (RTA) of three focus group discussions (FGDs), with three EFL teachers per FGD. Using NVivo 14 software, the results obtained revealed serious issues regarding the impact of EFL students’ use and dependence on GenAI on their cognitive, affective, and academic skills, which are essential for successful exam preparedness. Due to these assertions, students’ growing reliance on GenAI poses notable challenges to preserving exam integrity, limits the effectiveness of traditional written examinations, and leaves teachers struggling to design alternative tasks to ensure fair grading and quality responses in response to the evolving nature of GenAI tools. Given this, the participants’ level of familiarity with GenAI appears to be a key factor in determining whether adaptive exam tasks are reconsidered for GenAI integration or embraced with GenAI-driven approaches. To conclude, the present study emphasizes the need for professional development programs to equip teachers with approaches to balance the integration of GenAI with the integrity of assessment practices.
Keywords: GenAI tools, exam readiness, integrity, resistance, hybrid assessment.
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