Volume 5, Issue 2 - Special Issue Title: Cultivating AI literacy in language education: Theoretical discussions and practical applications

Following the generative artificial intelligence (GenAI) boom of the early 2020s, research in applied linguistics has become preoccupied with identifying how artificial intelligence (AI) and GenAI can be used effectively in research and education. As we emerge from our initial reactionary perspectives, there is an increased interest in delineating AI literacies so as to support learners who wish to engage with AI and GenAI as part of their learning process. This paper adds to this growing body of work, offering insight into critical AI literacies for applied linguistics and language education. Based on the critical grounded theory analysis of a focus group with Spanish students of applied linguistics, this paper teases apart the students’ technical understandings of AI, use of critical thinking when engaging with AI, awareness of the ethical concerns surrounding AI, and practical applications of AI. The discussions revealed a complex interaction of practical, ethical, and analytical considerations, emphasizing AI’s potential to augment but not replace human expertise. Ethical considerations were linked with critical thinking, reflecting a deep integration of moral and practical dimensions in student discussions. Our analysis seeks to inform current research that develops both frameworks and theoretical models for language education and applied linguistics education.

Artificial intelligence (AI) is increasingly reshaping education by identifying students’ learning challenges and enhancing academic performance. However, many teachers lack a comprehensive understanding of AI, limiting their ability to fully utilise its potential in teaching. While existing research has examined students’ AI literacy in formal education, little is known about the perceptions and experiences of English as a Foreign Language (EFL) practitioners in shadow education. To address this gap, this study employed in-depth semi-structured interviews with nine Chinese EFL practitioners in shadow education to explore their perceptions and practices regarding AI literacy. The findings reveal diverse perspectives on AI, varying levels of AI-related knowledge, different approaches to applying and evaluating AI tools, and ethical considerations, all of which are shaped by distinct teaching experiences across various contexts. These insights illustrated key dimensions of existing AI literacy frameworks within the new context of Chinese shadow education. We also highlighted the importance of considering AI’s implications for educational equity and social justice, which informed the development of a five-dimensional AI literacy framework for EFL practitioners in the shadow education sector. This framework encompasses a human-centred mindset, AI knowledge and understanding, AI application and evaluation, AI ethics, and systemic and societal implications of AI. Our study offered recommendations for EFL teachers in shadow education, teacher educators, and educational institutions seeking to equip language teachers with the necessary attitudes, knowledge and skills to navigate the evolving landscape of AI-driven language education.

As Generative AI is increasingly used by language learners for academic writing in the context of higher education, it becomes essential for educators to integrate AI literacies into the writing curriculum to guide students to use Generative AI effectively, critically and ethically. We aim to share our practice in relation to AI literacy training for English academic writing among EAP learners studying at a joint-venture EMI university in China. Specifically, learning activities were designed and implemented for students to understand GenAI’s advantages and pitfalls, engineer effective prompts, enhance assessment literacies, exercise critical thinking and safeguard academic integrity during the process of using GenAI for academic writing. In addition, the pedagogical considerations and rationale behind the practice will be illustrated. Finally, the article will be concluded with reflection on the practice and further suggestions on delivering AI literacy training for language learning purposes.

As generative AI models such as ChatGPT reshape language education, understanding how teachers engage with AI-mediated practices and negotiate professional identities becomes essential. This longitudinal multiple-case qualitative study investigates how non-native pre-service English teachers at a university in the Hong Kong SAR, China, developed AI literacies and negotiated their professional identities during a 13-week M.Ed. course integrating ChatGPT-facilitated pedagogy. Notably, the study draws on Darvin and Norton’s investment model, reconceptualizing AI literacies as situated social practices that mediate the negotiation of identity, capital, and ideology. Data were collected through end-of-course interviews, learner artifacts, and teaching materials. Findings reveal that PSTs’ development of AI literacies is a multidimensional process involving (1) recognizing AI’s (linguistic) strengths, (2) refining prompt engineering competencies, and (3) cultivating critical awareness of AI’s limitations and strategic use. While participants leveraged AI-mediated linguistic, cultural, and technical capital to enhance perceived professionality and assert more legitimate language teacher identities, their tendency to adopt AI-generated “native-like” outputs without sufficient critical evaluation may risk reinforcing existing linguistic hegemony. The study offers practical implications for integrating AI literacies development into teacher education, balancing technological affordances with emancipatory pedagogy.

The transformative potential of generative artificial intelligence (GenAI) in language education highlights the importance of AI literacy among teachers to ensure its ethical and effective integration into teaching practices. Although studies have examined the application of AI in language education, there is a lack of comprehensive reviews focusing on the interaction between language teachers and ChatGPT, a GenAI tool, particularly in fostering human–AI collaboration within educational contexts. This review addresses this gap by synthesising findings from empirical studies. The Scopus database was used as the primary source for this review. A total of 19 journal articles, published between 2023 and 2024, were identified. The review first analyses the research participants and research methods of the selected studies. Key themes are organised into five dimensions: AI foundations and applications, AI ethics, a human-centred mindset, AI pedagogy and AI for professional development, which are derived from the framework proposed by Miao and Cukurova (2024. AI competency Framework for teachers . Paris, France: UNESCO). This review adopts their framework as an analytical lens for evaluating both the opportunities and challenges associated with integrating ChatGPT into language education. The findings highlight the importance of a balanced approach to AI integration to safeguard educational integrity. By offering actionable insights for teachers, curriculum designers and policymakers, this review presents a roadmap for the responsible adoption of AI in language education, ensuring that teachers remain central to the learning process.

This review introduces the AI CFT and examines its implications for language teacher education. It highlights the challenges faced by teachers and researchers and explores solutions to enhance language teachers’ competencies in the context of digital transformation in education.