Assessing Spanish Grammar Learning in the Age of Generative AI: A Conceptual Framework
This study proposes an approach to assessing foreign language grammar learning when generative artificial intelligence (GenAI) is used during instruction. Focusing on university-level Spanish grammar courses in China, it uses the form–meaning–use model of grammar to organize assessment into three stages: an independent baseline task, AI-assisted practice, and an independent transfer task. A teaching unit on the contrast between the preterite (pretérito indefinido) and the imperfect (pretérito imperfecto) illustrates how this approach can be used to assess students’ responses to AI feedback and compare their AI-assisted work with their performance on an unfamiliar task completed without AI assistance. This comparison helps teachers determine what students can do with AI support and what they can do independently, providing a clearer basis for subsequent instruction.
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