THE ROLE OF ARTIFICIAL INTELLIGENCE IN REDEFINING LANGUAGE ASSESSMENT IN EFL CLASSROOMS

Abstract

In the contemporary era of globalization, proficiency in English has become one of the most essential competencies for academic success, career development, and intercultural communication. English as a Foreign Language (EFL) instruction has, therefore, gained unprecedented importance in non-native contexts, particularly in countries where English serves as a bridge to higher education, global collaboration, and access to information. Traditionally, assessment in EFL classrooms has been dominated by written tests, oral examinations, and teacher-led evaluations designed to measure grammatical knowledge, vocabulary acquisition, and communicative competence. However, these traditional forms of assessment often fail to capture the full range of learners’ abilities, especially in authentic communication settings. They also tend to be time-consuming, subjective, and limited in providing immediate feedback.