Digital Transformation in Language Testing: A Conceptual Framework for Assessment Innovation and ELT Alignment

الملخص

Introduction: The fast-paced "digital turn" witnessed in the realm of global education through the development of Large Language Models and Generative Artificial Intelligence has had an immense impact on traditional modes of conducting language assessment. Although digital tools have been used extensively in English Language Teaching for teaching purposes, there is evidence suggesting that test design has been reactionary in this context, limited to the digitization of traditional approaches to assessment.

The Problem: Research shows an existing "pedagogical-technological disconnect" with regard to assessment design. In fact, many assessment designs overlook the cognitive and ethical dimensions posed by the adoption of AI for conducting assessment. Moreover, there is a dire need for frameworks that address the divide between technological advancement in testing and pedagogical requirements of teachers in evolving resource-based environments.

Purpose: The current paper presents the Digital-Pedagogical Alignment (DPA) framework – a new theoretical construct aimed at harmonizing technological development and educational sustainability. Three dimensions support the DPA framework: (1) Technological Infrastructure – centered around LLM-powered item creation and adaptive assessment; (2) Pedagogical Alignment – which reconceptualizes construct validity and washback in the digital realm; and (3) Professional Agency – with an emphasis placed on the importance of DAL for educators.

Conclusion: Through the integration of sociocultural theory with contemporary computational technologies, the presented framework serves as a guide to transition from “testing of learning” to “testing for digital literacy.” This research holds valuable insights for both policymakers and teacher trainers, indicating that while technology plays a pivotal role in the future of ELT, the convergence of theory and innovation must be aligned with humanistic pedagogy