Description
As Generative AI (GenAI) reshapes language education, equipping pre-service teachers with technical skills is insufficient; "Critical AI Literacy" is urgently needed. This study explores how EFL pre-service teachers at a Vietnamese university perceive and respond to algorithmic biases, data privacy issues, and cultural stereotypes embedded in Large Language Models (LLMs). Drawing on critical pedagogy and multiliteracies frameworks, the research analyzes qualitative data from reflective journals and course projects. Findings reveal that while students readily adopt GenAI for task automation, they initially lack the critical lens to interrogate the hidden biases and ethical implications of AI-generated outputs. However, targeted pedagogical interventions significantly improved their humanistic orientation, enabling them to critically evaluate AI tools rather than passively consume them. The paper argues for integrating critical AI literacy into teacher education curricula to ensure technology serves equitable and socially just educational goals.
Thông tin các tác giả
TS. Trần Ngọc Giang, Trưởng Bộ môn Phương pháp Dạy học - Khoa Tiếng Anh - Trường Đại học Sư phạm Hà Nội - Ngocgiang.tran@hnue.edu.vn
Từ khóa
Critical AI literacy; Generative AI; Pre-service teachers; Critical pedagogy; Algorithmic bias; English language teaching
