Applying the AI assessment scale in writing and translation for EFL

Abstract

Purpose Recent advances in generative AI (GenAI) are transforming multiple aspects of society, including education and foreign language learning. In the context of English as a Foreign Language (EFL), significant research has been conducted to investigate the applicability of GenAI as a learning aid and the potential negative impacts of these technologies. However, there are few formalised frameworks available to support the integration and development of AI literacy skills for EFL learners. Design/methodology/approach In this conceptual article, we demonstrate the way in which an existing framework, which is designed for integration of AI into educational assessment (the AI Assessment Scale), can be adapted to structure classroom activities, curricula and assessment in the context of EFL writing and translation. To achieve this, we contextualise the approach by firstly reviewing the extant literature on GenAI and EFL writing. Following this, we focus on Levels 2, 3 and 4 of the AI Assessment Scale (AIAS) and explore possible pedagogical adaptations to suit an EFL writing context. At the same time, we reflect on the possible advantages and limitations of this approach. Findings We argue that for pedagogy to succeed in a digital world, educators in the EFL field must not turn away from the affordances offered by AI technologies. At the same time, abundant caution is needed given the lack of empirical data on how these technologies may impact learning in the long term. To this end, we contend that a balanced approach, which clearly describes and communicates how AI may be used in learning activities, can be beneficial for both educators and learners in the EFL classroom. Practical classroom implications are included for writing and translation so teachers can apply the patterns immediately. Originality/value The adaptation of the AIAS from an assessment redesign tool to a framework for structuring EFL pedagogy is the core contribution and innovation in this article. The use of this framework has significant implications for classroom practice in the age of AI, as it enables a structured redesign of existing pedagogical activities in light of new technologies.

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