Perspectives Of Second-year Efl Learners At Khenchela University On Ai-generated Formative Assessment Impact In Grammar Classes
Auteurs : Benbouzid Sara . Baghzou Sabrina .
Résumé
Abstract: This study investigates the perspectives of second-year EFL learners at Khenchela University on the impact of AI-generated formative assessment on their grammar learning. A quantitative approach was employed, utilizing a fully-structured survey administered to a purposive sample of 57 EFL students from the Department of English. Results reveal a predominantly positive reception (50.9%), a significant boost in motivation with 47.4% staying focused and engaged, effective identification of grammar weaknesses (45.6%), while the main challenge identified was the preference for human interaction (19.3%). Students envision AI as a supplementary tool supporting human instruction rather than replacing it.
Mots clés
Artificial Intelligence ; Formative Assessment ; Grammar Instruction ; EFL Learning ; Personalized Feedback
