Postgraduate Students’ Experience with Online and AI-Assisted English Testing at the faculty of Arts and Langugaes: Tripoli University
Mots-clés :
Online assessment, Artificial Intelligence (AI), English language testing, postgraduate students, automated scoringRésumé
The shift toward online and AI-assisted English testing, especially during and after the COVID-19 pandemic, has changed the way students experience language assessment. This study explores postgraduate students’ experiences with online and AI-based English tests at the Faculty of Arts and Languages, University of Tripoli. A mixed-methods approach was used, including a questionnaire completed by 24 students and eight semi-structured interviews. The survey results showed generally positive opinions toward the convenience of online testing and the important role AI may play in future education. Interview findings supported these results and highlighted issues such as internet instability, fear of test interruption, and the belief that AI cannot fully understand individual student performance in the way teachers can. This study concludes that online and AI-assisted tests are useful tools, but they should be applied carefully to ensure fair, reliable, and student-centered assessment practices. Importantly, the findings contribute local empirical evidence from the Libyan higher education context, where infrastructural constraints play a significant role in shaping assessment experiences.
Références
Algwil, K. (2025). The importance of artificial intelligence writing tools in enhancing English writing of EFL students. Faculty of Languages Journal – Tripoli, Libya, 1(32).
Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.
Chapelle, C. A. (2020). Assessing language through computer technology (2nd ed.). Cambridge University Press. https://doi.org/10.1017/9781108392047
Duolingo. (2023). Duolingo English Test: Research and validity overview. https://englishtest.duolingo.com/research
Elkhatat, A. M., Elsaid, K., & Almeer, S. (2021). Students’ attitudes and challenges toward online exams during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37(2), 452–463. https://doi.org/10.1111/jcal.12521
Fathi, J., & Ebadi, S. (2020). Exploring EFL learners’ experiences of automated written corrective feedback. Computer Assisted Language Learning, 33(5–6), 1–26. https://doi.org/10.1080/09588221.2019.1598863
Gao, X., & Zhang, L. J. (2020). Teacher and student beliefs about automated written corrective feedback. System, 91, 102244. https://doi.org/10.1016/j.system.2020.102244
Hill, K., O’Sullivan, B., & Rasti, J. (2022). Predictive validity of the Duolingo English Test for academic success in U.S. institutions. Educational Measurement: Issues and Practice, 41(1), 20–34. https://doi.org/10.1111/emip.12452
Khalil, R., Mansour, A. E., Fadda, W. A., et al. (2020). The sudden transition to online assessment during the COVID-19 pandemic. BMC Medical Education, 20, Article 448. https://doi.org/10.1186/s12909-020-02393-5
Knoch, U., & McNamara, T. (2015). Assessing speaking. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 123–141). De Gruyter Mouton.
O’Sullivan, B. (2012). Language testing: Theories and practices. Palgrave Macmillan. https://doi.org/10.1057/9780230353466
Russell, M., & Kavanaugh, R. (2019). Test anxiety in technology-based assessment environments. Assessment in Education: Principles, Policy & Practice, 26(5), 482–499. https://doi.org/10.1080/0969594X.2018.1505537
Shin, D., & Gweon, G. (2021). The social implications of AI assessment systems in education. Computers & Education, 172, 104263. https://doi.org/10.1016/j.compedu.2021.104263
Stevenson, M., & Phakiti, A. (2019). Automated scoring in second language assessment: A critical review. Language Testing, 36(4), 565–591. https://doi.org/10.1177/0265532219885221
Tejada, M. R., & Gallardo, A. V. (2021). Students’ perceptions of online testing fairness during the COVID-19 pandemic. European Journal of Educational Research, 10(3), 1317–1334. https://doi.org/10.12973/eu-jer.10.3.1317
Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 157–180. https://doi.org/10.1191/1362168806lr190oa
Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Palgrave Macmillan.
Xi, X. (2020). AI and automated scoring in speaking assessment. Language Testing, 37(4), 567–586. https://doi.org/10.1177/0265532220945220
Téléchargements
Publiée
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Journal de la Faculté des Langues-Tripoli-Libye 2026
Ce travail est disponible sous la licence Creative Commons Attribution 4.0 International .
