Towards Responsible AI Ethical Utilization: Exploring Ethical Guidelines of AI-generated EFL Formative Assessments

Abstract

Aims: This exploratory mixed-methods study investigates Saudi EFL teachers’ perceptions of ethical guidelines related to the use of AI-generated formative assessments. It also examines the ethical challenges they face when integrating AI into EFL classroom practices. Study Design: An explanatory sequential mixed-methods design was employed. The study began with quantitative data collection through a questionnaire administered to Saudi EFL teachers, followed by qualitative data collection via semi-structured interviews to elaborate on and contextualize the survey findings. Place and Duration of Study: The research was conducted at the English Language Institute, King Abdulaziz University, between September and December 2024. Methodology: The sample consisted of 39 Saudi EFL teachers (22 males and 17 females), aged between 20 and over 51, with varying educational backgrounds and teaching experience. Quantitative data were analyzed using SPSS, and qualitative interview data from three teachers (two males, one female) were thematically analyzed to identify recurring ethical concerns. Results: Descriptive statistics showed gender-based differences in responses. A t-test (t = -18.15 < 2.042) indicated a significant difference in one section of the questionnaire, possibly due to differences in experience or perceptions. However, the second section reflected broadly aligned views between male and female participants. Conclusion: Findings indicate that while teachers acknowledge the potential benefits of AI in enhancing formative assessment, they lack adequate ethical guidance and institutional support for its responsible use. Ethical concerns and practical constraints currently limit the effective adoption of AI tools in formative assessment practices. The study contributes to the field of AI in language education by emphasizing the need for clear, context-sensitive ethical frameworks and institutional policies to support EFL teachers in responsibly integrating AI into formative assessment.