AI Empowering High School English Education: A Literature Review Focusing on the Role of Teachers
TL;DR
This article reviews studies from 2013 to 2026 on the performance of GAI in English test question generation and writing evaluation, teachers’ practical experience using GAI in assessment scenarios, and the challenges teachers face in detecting AI-generated student content.
Abstract
The development of Generative artificial intelligence (GAI) offers new opportunities for assessing high school English teaching, but research on teachers’ AI assessment abilities is limited. Key issues include the quality of AI-generated test questions, the reliability of automated scoring, and detecting AI-written student work. This article reviews studies from 2013 to 2026, It focuses on three issues, (a) the performance of GAI in English test question generation and writing evaluation, (b) teachers’ practical experience using GAI in assessment scenarios, and (c) the challenges teachers face in detecting AI-generated student content. However, teachers face challenges: there are few effective AI writing detection methods and limited AI assessment training. Most research centers on higher education, with little focus on high school English teachers and no systematic plans for developing their AI assessment skills. To bridge this knowledge gap, Future research should explore key elements of AI assessment literacy for high school English teachers and develop practical training programs.