Innovation in Language Learning

Generative Artificial Intelligence (GAI) is reshaping language learning in higher education, but its ability to produce written assignments on behalf of students complicates the validity of conventional assessment by the lecturer. This study evaluates whether a comprehensive, AI-driven set of prompts can provide assessment of Maritime English projects that meets both pedagogical needs and learner expectations. After completing a group assignment, consisting of individual essays, a technical glossary and supporting documentation, first-year cadets received GAI assisted feedback and grades. Following this they completed a questionnaire about this experience. Developing the assessment tasks and the calibration rubric was time-consuming and challenging but received a positive response from students: most respondents found the feedback useful and the scores credible, while only a minority expressed concerns about factual accuracy and calculation errors. The findings suggest that AI-assisted assessment is acceptable when used in tandem with the lecturer’s experience. The article concludes with recommendations, such as incremental prompting, social desirability bias recognition and proficiency masking awareness, for integrating AI literacy into academic language curricula for both teachers and students.

Keywords: Generative Artificial Intelligence (GAI); AI literacy; academic language assessment; incremental prompting; proficiency masking; social desirability bias