Reimagining Teacher Agency and Assessment in EFL through Generative

The rapid integration of Generative Artificial Intelligence (GenAI) into English Language Teaching (ELT) presents both unprecedented opportunities and profound challenges to established pedagogical norms. This conceptual paper explores the critical intersection of GenAI adoption, the maintenance of teacher agency, and the integrity of language assessment practices within the English as a Foreign Language (EFL) context. While existing discourse often focuses on AI as a replacement or threat, this paper argues for a reframing of the teacher role as an essential mediator navigating algorithmic outputs. We conceptually analyze how teacher autonomy is reconfigured when interacting with adaptive GenAI tools, particularly concerning formative and summative assessment design and execution. The paper contributes by proposing a framework where teacher expertise remains central to the principled, ethical, and pedagogically sound integration of these technologies, ensuring that technological advancement supports, rather than diminishes, professional decision-making in language education.

کلیدواژه ها:

Generative AI ، Teacher Agency ، Assessment ، EFL ، Educational Innovation