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Abstract
The Covid-19 pandemic period has formulated learners’ familiarity and adaptation to computer-mediated communication in higher education as an alternative to traditional face-to-face classrooms, which also transforms the attitudes of stakeholders to acknowledge the significance of computer-mediated communication (CMC). The use of computers and technological applications has been encouraged for decades, but centre of the utilisation is on the autonomous learners to actively adopt those technologies in language learning. Smartness levels of learners demonstrate learners’ ability to adopt and adapt to the technological devices in the smart learning environment (Uskov et al., 2015). However, the assessment of learners’ smartness level of language learning to explore the degree of mastery among learners in CMC of language classrooms has not been much explored. The teachers’ perceptions towards different levels of smartness among learners in AI-mediated world have been still a current gap. This chapter proposal attempts to explore teachers' perceptions towards assessing English-majored learners’ smartness level in a smart learning environment (SLE) and their remedies to optimise the effectiveness of CMC utilisation in a language classroom. This study adopts Uskov’s framework of Smartness Education (2015) as the holistic scale for assessment.
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