AI-ENABLED FORMATIVE EVALUATION IN EFL WRITING: POSSIBILITIES AND TEACHING CHALLENGES

Abstract

Given this increasing trend of integrating artificial intelligence (AI) into education, the methods used for assessment in EFL writing classrooms are also changing. This paper explores the uses and challenges of integrating AI in formative assessment of writing. Drawing upon recent qualitative research in formative assessment and AI-enabled feedback, this review is grounded on a conceptual framework through literature published during the period from 2020 to 2025. This paper focuses on the various ways in which AI tools can be used to create writing as well as how this may impact assessment practices.

The analysis’ results reveal that AI tools can make formative assessments more efficient and accessible. They allow students to receive quicker feedback, edit more frequently, and be a more active part of their learning journey. In many cases, AI also supports educators in providing them with automatic but uniform feedback on common writing problems that arise in large classes. However, they still have certain limitations with more complex writing-related aspects like argumentation, audience-context consideration, and idea expression. In addition, there are fears that students may become too reliant on AI or use it without a sufficient understanding of the feedback provided.

Thus, this work promotes an equilibrated model where AI is used to provide basic feedback, but human educators carry on the responsibility of nurturing knowledge comprehension and interpretation. To finish, the use of AI in EFL writing assessment is beneficial, as long as it needs to be wisely adopted so that it serves meaningful learning instead of replacement.