This paper offers an empirical analytical assessment of the use of a generative Artificial Intelligence (AI) chat box tool –ChatGPT- by Moroccan EFL teachers in designing formal tests. The field of language teaching and learning is experiencing an unprecedented pedagogical influence with the inception of AI. This machine-guided program has made easier multitude of pre-lesson and in-classroom practices such as assessment. The latter is the ‘ongoing’ process of competence-based and performance-based evaluation that situates a learner at a certain knowledge level. One type of assessment is ‘formal assessment’ which is any form of acquired knowledge evaluation that is pre-planned rather than prompted (ibid, pp. 5-6). Giving the recency of AI in education, a growing need appears for guidance into the art of its use. Accordingly, this paper aims to provide a comprehensive survey of how ChatGPT is used by Moroccan EFL teachers in designing formal tests. The researcher sheds light on the content validity of teachers’ prompts and the extent to which they target the mélange of testing principles and objectives. The paper includes a pre-intervention stage where the teachers’ prompts to ChatGPT to generate a test. The intervention is based on participants’ open-ended prompts and constitutes ample practical tips to illustrate the valid use of ChatGPT. The post-intervention assesses the teachers’ aspired development. The findings revealed that enabling Moroccan EFL teachers with a guide including prompt designing and test construction principles positively influenced their performance in using ChatGPT to generate formal tests. It was recommended, among others, that AI use in teaching and planning be integrated in their professional training.
| Published in | Social Sciences (Volume 14, Issue 1) |
| DOI | 10.11648/j.ss.20251401.12 |
| Page(s) | 8-21 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
AI in Education, ChatGPT, EFL Assessment, Formal Tests
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APA Style
Maryam, F., Jamaa, O. (2025). An Empirical Assessment of Moroccan EFL Teachers’ Use of Generative AI for EFL Formal Assessment: An Intervention Study. Social Sciences, 14(1), 8-21. https://doi.org/10.11648/j.ss.20251401.12
ACS Style
Maryam, F.; Jamaa, O. An Empirical Assessment of Moroccan EFL Teachers’ Use of Generative AI for EFL Formal Assessment: An Intervention Study. Soc. Sci. 2025, 14(1), 8-21. doi: 10.11648/j.ss.20251401.12
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author = {Far-hat Maryam and Ouchouid Jamaa},
title = {An Empirical Assessment of Moroccan EFL Teachers’ Use of Generative AI for EFL Formal Assessment: An Intervention Study},
journal = {Social Sciences},
volume = {14},
number = {1},
pages = {8-21},
doi = {10.11648/j.ss.20251401.12},
url = {https://doi.org/10.11648/j.ss.20251401.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ss.20251401.12},
abstract = {This paper offers an empirical analytical assessment of the use of a generative Artificial Intelligence (AI) chat box tool –ChatGPT- by Moroccan EFL teachers in designing formal tests. The field of language teaching and learning is experiencing an unprecedented pedagogical influence with the inception of AI. This machine-guided program has made easier multitude of pre-lesson and in-classroom practices such as assessment. The latter is the ‘ongoing’ process of competence-based and performance-based evaluation that situates a learner at a certain knowledge level. One type of assessment is ‘formal assessment’ which is any form of acquired knowledge evaluation that is pre-planned rather than prompted (ibid, pp. 5-6). Giving the recency of AI in education, a growing need appears for guidance into the art of its use. Accordingly, this paper aims to provide a comprehensive survey of how ChatGPT is used by Moroccan EFL teachers in designing formal tests. The researcher sheds light on the content validity of teachers’ prompts and the extent to which they target the mélange of testing principles and objectives. The paper includes a pre-intervention stage where the teachers’ prompts to ChatGPT to generate a test. The intervention is based on participants’ open-ended prompts and constitutes ample practical tips to illustrate the valid use of ChatGPT. The post-intervention assesses the teachers’ aspired development. The findings revealed that enabling Moroccan EFL teachers with a guide including prompt designing and test construction principles positively influenced their performance in using ChatGPT to generate formal tests. It was recommended, among others, that AI use in teaching and planning be integrated in their professional training.},
year = {2025}
}
TY - JOUR T1 - An Empirical Assessment of Moroccan EFL Teachers’ Use of Generative AI for EFL Formal Assessment: An Intervention Study AU - Far-hat Maryam AU - Ouchouid Jamaa Y1 - 2025/01/24 PY - 2025 N1 - https://doi.org/10.11648/j.ss.20251401.12 DO - 10.11648/j.ss.20251401.12 T2 - Social Sciences JF - Social Sciences JO - Social Sciences SP - 8 EP - 21 PB - Science Publishing Group SN - 2326-988X UR - https://doi.org/10.11648/j.ss.20251401.12 AB - This paper offers an empirical analytical assessment of the use of a generative Artificial Intelligence (AI) chat box tool –ChatGPT- by Moroccan EFL teachers in designing formal tests. The field of language teaching and learning is experiencing an unprecedented pedagogical influence with the inception of AI. This machine-guided program has made easier multitude of pre-lesson and in-classroom practices such as assessment. The latter is the ‘ongoing’ process of competence-based and performance-based evaluation that situates a learner at a certain knowledge level. One type of assessment is ‘formal assessment’ which is any form of acquired knowledge evaluation that is pre-planned rather than prompted (ibid, pp. 5-6). Giving the recency of AI in education, a growing need appears for guidance into the art of its use. Accordingly, this paper aims to provide a comprehensive survey of how ChatGPT is used by Moroccan EFL teachers in designing formal tests. The researcher sheds light on the content validity of teachers’ prompts and the extent to which they target the mélange of testing principles and objectives. The paper includes a pre-intervention stage where the teachers’ prompts to ChatGPT to generate a test. The intervention is based on participants’ open-ended prompts and constitutes ample practical tips to illustrate the valid use of ChatGPT. The post-intervention assesses the teachers’ aspired development. The findings revealed that enabling Moroccan EFL teachers with a guide including prompt designing and test construction principles positively influenced their performance in using ChatGPT to generate formal tests. It was recommended, among others, that AI use in teaching and planning be integrated in their professional training. VL - 14 IS - 1 ER -
Department of English Studies, Caddy Ayyad University, Marrakech, Morocco
Department of English Studies, Caddy Ayyad University, Marrakech, Morocco
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