Indonesian Teachers’ Perceptions About the Potential of Technology-Enhanced Language Assessment (TELA)

Document Type : Research article

Authors
Muhammad Haikal 1
Cristina A. Huertas-Abril 2
Francisco Javier Palacios-Hidalgo 3
1 Department of English and German Philologies, Universidad de Córdoba, Córdoba, Spain/ Department of English Language Teaching, Faculty of Education, University of Darussalam Gontor, Indonesia
2 Department of English and German Philologies, Universidad de Córdoba, Córdoba, Spain.
3 Department of English and German Philologies, Universidad de Córdoba, Córdoba, Spain
10.48311/LRR/lrr.2025.116291.0
Abstract
Technology-enhanced language assessment (TELA) has significantly improved language evaluation by integrating digital tools to enhance accuracy, efficiency, and accessibility. This study aims to investigate the role of TELA in language assessment, particularly its advantages, challenges, and implications for pre-service teachers and learners. A mixed-method design was employed, combining closed-ended and open-ended questionnaire responses to provide both quantitative and qualitative insights. The findings reveal key trends in TELA, including the use of artificial intelligence, automated scoring systems, and adaptive testing. While TELA facilitates personalized and immediate feedback, concerns regarding digital equity, validity, and ethical considerations remain significant. This study concludes that a balanced approach is necessary for the effective implementation of TELA to ensure pedagogical effectiveness and ethical soundness. Future research should explore strategies to mitigate the challenges associated with digital assessments in language learning.
Keywords
Technology-enhanced language assessment (TELA), language assessment, digital tools ;">, artificial intelligence, language learning technology
Subjects