Cultivating AI literacy in language education: theoretical discussions and practical applications
Year: 2025
Type: article
Abstract: The rapid advancement of artificial intelligence (AI), particularly in the form of generative AI tools, has ushered in a new era for language education.These technologies offer unprecedented opportunities to enhance personalised learning (Zhang et al. 2024), streamline instructional workflows and foster innovative pedagogical practices.However, their integration also raises critical questions about ethical use, teacher-student-AI dynamics and the need for specialised competencies to navigate AI-driven educational landscapes (Lee et al. 2025).Against this backdrop, this special issue focuses on bringing together cutting-edge studies to address these challenges and opportunities.This special issue features four research articles, one review article and two book reviews, collectively offering a comprehensive exploration of AI literacy from multiple perspectives: theoretical frameworks, empirical practices, and critical reflections.Together, they illuminate the multifaceted nature of AI literacy in language education and provide actionable insights for educators, researchers and policymakers.1 Theoretical foundations and conceptual frameworks At the core of this special issue is a focus on defining and operationalising AI literacy.Pérez-Paredes et al. (2025) propose a critical AI literacy (CAIL) framework tailored to students of applied linguistics and language education.Drawing on a focus group
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415714752