GenAI in Language Teaching, Learning, and Assessment: Stakeholders Insights from Two Undergraduate Language Programs

This qualitative exploratory study delves into stakeholders’ uses, ethical considerations, and perceived challenges and opportunities about generative technologies powered by artificial intelligence for teaching, learning, and assessment processes. To do this, we draw on insights from 195 students, 35 professors and the two chairs from two Colombian undergraduate English language teaching programs. We collected data through open-ended questionnaires and focus groups, which were analyzed through content analysis. Findings show a growing usage and acceptance of generative technologies powered by AI among the academy members, with emerging strategies to foster learning, teaching, and assessment processes. Yet, stakeholders pose a number of threats and ethical concerns regarding the potential consequences of these technologies in the long run, including the loss of fundamental abilities, trust, and authenticity among stakeholders. Thus, they make a call to embrace a critical/collaborative approach and to design democratic policies that may enlighten the path to integrate GenAI in language education and assessment.