ChatGPT or “CheatGPT”? EFL teachers’ perceptions of scoring AI-assisted English writing through the lens of assessment literacy

Abstract

The rapid integration of artificial intelligence (AI) into education has reshaped teaching and learning practices, bringing unprecedented challenges to traditional approaches to writing assessment. Grounded in the three-dimensional framework of teacher assessment literacy, which encompasses the conceptual, praxeological, and socio emotional dimensions, this study explores nine Chinese EFL teachers’ perceptions of assessing AI-assisted writing assignments. Specifically, it focuses on issues of academic integrity, rubric compatibility, and criterion development in the AI era. Adopting a qualitative design, data were collected through semi-structured interviews to examine teachers’ beliefs, practices, and emotional stances toward AI-mediated assessment. The findings reveal that while teachers acknowledge AI’s potential to enhance learner engagement and higher-order thinking, they express persistent concerns about academic integrity and the inadequacy of existing scoring rubrics. Their attitudes toward AI-assisted writing are influenced by varying levels of digital literacy and pedagogical commitment, with most maintaining traditional scoring orientations that prioritize linguistic accuracy and originality. The study highlights the need to strengthen EFL teachers’ assessment literacy, particularly digital and ethical competencies—through professional development initiatives. It also underscores the necessity of updating institutional guidelines to ensure valid, fair, and pedagogically aligned writing assessment in the AI era.