WHEN THE PRODUCT NO LONGER PROVES THE LEARNING: REDESIGNING ASSESSMENT IN ENGLISH LANGUAGE TEACHING UNDER GENERATIVE AI
Том 4 № 71 (2026) 15-17
Аннотация
The paper examines the consequence that generative artificial intelligence carries for assessment in English language teaching. Since a finished essay, translation or scripted dialogue can now be obtained within seconds, the assumption that a completed product testifies to the learner's own competence no longer holds. The paper distinguishes the four language skills according to how far their usual evidence has been weakened, sets out process-based alternatives for each, and proposes a three-band scheme regulating permitted AI use in tasks. It is argued that assessment literacy, rather than detection technology, is the decisive professional response.
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