<![CDATA[This study investigates English language teachers’ perceptions of using Artificial Intelligence (AI) in developing language assessment in junior high school education contexts. Employing a sequential explanatory mixed-methods design, this study involved 52 English language teachers across Bukittinggi. Data were collected through a validated 35-item Likert-scale questionnaire (TPALA-Q) and semi-structured interviews with fifteen participants. Quantitative data were analyzed using descriptive statistics and one-way ANOVA, while qualitative data underwent thematic analysis. Results indicate moderately positive overall perceptions (M = 3.41), with Perceived Usefulness rated highest (M = 3.62) and Concerns and Ethics also prominent (M = 3.89). Institutional type significantly influenced readiness levels. Teachers recognize AI's efficiency benefits but raise concerns about validity, data privacy, and professional deskilling. These findings offer implications for AI integration policy and teacher professional development in EFL assessment contexts.]]>
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