Algerian teachers’ perceptions on AI-powered evaluation: Case study of EFL university teachers
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Abstract
This study embarks on the possibility of using artificial intelligence (AI) tools to automate the evaluation and assessment processes. It investigates Algerian EFL university teachers’ awareness, trust, readiness, usage, and perceptions of AI-enabled evaluation. A mixed-methods research approach was employed, combining quantitative data collected through a structured questionnaire analyzed using IBM SPSS Statistics Version 31, and qualitative data obtained from an online survey administered to the same sample of 100 university EFL teachers. The collected findings demonstrate a significant gap between awareness and actual implementation, which is largely influenced by issues of trust, readiness, and practical competence. One major conclusion of this research is that AI-powered evaluation tools have promising prospects for teachers, but they need to be chosen and utilized cautiously, in the presence of human supervision. Therefore, technological availability, professional development, targeted training, trust-building measures, and clear guidelines before integrating AI tools in evaluation are recommended.
Keywords: Artificial intelligence (AI); AI-driven evaluation and assessment; AI-powered tools; human evaluation; teacher perceptions.
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