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Description
The rapid advancement of Artificial Intelligence (AI) has transformed the educational setting, especially in the field of language testing and assessment. As AI tools demonstrate significant potential in generating test, providing automated scoring, and tailoring personalized feedback (Deepshikha, 2025), preparing future teachers to use these technologies effectively has become an important concern in teacher education. The purpose of this study is to investigate pre-service teachers’ perceptions, readiness, and training needs for integrating AI-powered tools into English language testing and assessment. The quantitative survey design was employed with the participation of 194 pre-service ESL teachers who enrolled in the Testing and Assessment in Language Teaching course at HUFLIT. Data were collected through a 27-item questionnaire measuring participants’ attitudes and readiness to integrate AI tools into future teaching practices. Descriptive statistical analysis indicated positive perceptions of AI-assisted language assessment. Participants acknowledge that AI technologies enhance assessment efficiency, automate repetitive tasks, offer instant feedback, and boost test design. However, respondents also expressed their critical challenges on the reliability of AI-generated tests, ethical issues, and students’ overreliance on AI. Despite these concerns, most participants revealed their readiness to investigate AI techniques in their future language teaching practice. These results imply that teacher education programs should incorporate AI literacy and AI-assisted assessment training to better prepare aspiring ESL teachers for technology-enhanced language teaching and evaluation.
