Evaluating HUFLIT Lecturers’ Perspectives on ChatGPT’s Capabilities in Designing English Testing and Assessment

Abstract

Despite its widespread adoption in education, the potential of ChatGPT in English language teaching and learning, especially in testing and assessment design, still needs to be studied. This paper, therefore, seeks to investigate lecturers’ perspectives on the capabilities of ChatGPT in designing English testing and assessment with the participation of thirty lecturers of the Faculty of Foreign Languages at HUFLIT. Data from the questionnaire and semi-structured interview suggest that ChatGPT is a promising tool for designing English testing and assessment owing to its versatility in drafting quicker, more diverse, and more detailed types of questions, resulting in enhanced time efficiency and reduced efforts in test design. The greatest areas of concern, however, lie in ChatGPT's inability to generate questions that match the specific learning outcomes and students' linguistic abilities. The study contributes to providing lecturers with in-depth insights into the potentialities and challenges of ChatGPT in testing and assessment design, assisting them in employing this AI tool more critically and effectively.

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