Speaker
Description
Artificial intelligence (AI) has brought about significant transformations in English Language Teaching (ELT), making AI literacy an essential skill for modern teachers. This study seeks to investigate pre-service English as a Foreign Language (EFL) teachers’ awareness of AI literacy’s role in ELT, their current level of AI literacy, and their development needs. The study adopted a mixed-methods approach combining questionnaires and interviews to collect data from 85 fourth-year students majoring in ELT at a public university in Central Vietnam. The findings on participants’ awareness revealed that most of them were familiar with the term AI literacy and primarily associated it with the ability to use and apply AI, and the ability to know and understand AI. They also acknowledged AI’s value in ELT and expressed strong support for formal AI literacy training in teacher education programs. Regarding their current AI competence, these pre-service EFL teachers demonstrated a high level of AI literacy, with a human-centred mindset being the strongest aspect. In terms of AI literacy development needs, participants reported several challenges in developing their AI literacy. Despite these challenges, they showed strong interest in various forms of support. These findings offer valuable insights for institutions and lecturers to enhance teacher education programs and teacher training practices while also providing pre-service EFL teachers with strategies to develop their own AI literacy.
Keywords: AI literacy, pre-service EFL teachers, awareness, current competence, development needs
Biography
Pham Thi Thai Ha has recently completed her fourth year at the University of Foreign Languages and International Studies, Hue University, and is currently awaiting the conferral of her Bachelor's degree in English Language Teaching.
Her research interests include technology in language education, teacher training, and EFL teaching methodologies. She has conducted two studies in these areas. One, conducted in collaboration with two classmates, investigated the use of open educational resources to support EFL students in the self-directed practice of English speaking skills. The other, which was her graduation thesis, explored AI literacy among pre-service EFL teachers.
During her university years, she gained three years of experience teaching children and teenagers, focusing on the development of the four language skills: listening, speaking, reading, and writing, as well as improving their presentation skills.
As a novice EFL teacher, she is eager to broaden her academic horizons, learn from experienced educators, and stay informed about emerging trends in English language teaching.
