AI Literacy and Pedagogical Transformation: Exploring the Influence on College Language Teaching (Published)
This study examines how college English teachers’ Artificial Intelligence (AI) literacy influences pedagogical transformation, using a mixed-methods case study of a first-year undergraduate English debate contest (N=90 students). Findings reveal a significant positive correlation (r = 0.72, p < 0.01) between higher teacher AI literacy (encompassing technical, pedagogical, critical, and ethical dimensions) and more transformative teaching practices. Teachers with robust AI literacy fostered student-centred learning, strategically integrated AI as a collaborative tool, and explicitly guided critical evaluation of outputs. Consequently, their students demonstrated significantly greater improvements (p < 0.05) in argument depth, research quality, and critical source evaluation compared to peers taught by instructors with lower AI literacy. While challenges like workload and ethical concerns persist, the study concludes that comprehensive teacher AI literacy is essential for harnessing AI’s potential to enhance critical thinking and authentic language learning in higher education. Prioritizing discipline-specific teacher development is crucial.
Keywords: Artificial Intelligence (AI) literacy, Language Teaching, pedagogical transformation
Language, Power, and Pride: Transforming Teacher Education in Kuwait Through Critical Pedagogy (Published)
This study examines how embedding critical pedagogy principles into a ‘History of English’ course can transform pre-service English teachers’ pedagogical philosophies, critical consciousness, and reflective practices. Drawing on qualitative data, the research revealed significant shifts in participants’ understanding of linguistic diversity, socio-political dynamics, and equitable educational strategies. Participants developed a deeper awareness of the relationship between language and power, recognizing the importance of challenging linguistic hierarchies and promoting cultural pride. The findings highlight the complexities of adapting critical pedagogy for younger learners, particularly in balancing nuanced ideas with age-appropriate methods. Additionally, the study emphasizes the need for teacher education programs to integrate these principles more comprehensively into curricula, ensuring that future educators are equipped to foster socialjustice, equality, and a positively aware engagement with the language in their classrooms. By reshaping how educators understand and approach their roles, critical pedagogy demonstrates the potential to create more inclusive, empowering, and equitable learning classroom environments.
Keywords: Critical Pedagogy, Language Teaching, Pre-Service Teachers, Reflective Practice, Teacher Education