• Dr.D. Loyola Innaci

  Author

• Dr.P. Bastin Thiyagaraj

  Author

The emergence of the generative artificial intelligence (GenAI), large language models (LLMs), and AI-powered educational technologies has dramatically altered practices of the English Language Teaching (ELT) through providing personalized learning, automated feedback, and intelligent instruction support. Still, the rising popularity of the AI technologies among students has shown a crucial deficiency of the AI literacy on the side of English language teachers, who typically have some general digital literacy but are lacking the necessary set of skills to use AI technologies in pedagogy. The current study will consider issues and prospects connected to the development of AI literacy in language teachers and suggest a conceptual framework for AI-enabled ELT. The present study is based on the conceptual review of the existing literature on AI literacy, AI applications in the field of language education, and teacher professional development. In particular, the conceptual framework for teacher AI literacy will be provided, which comprises four major aspects of teacher AI literacy: technical literacy, pedagogical integration, ethical governance, and adaptation. The analysis will cover main challenges connected to the topic such as difficulties in matching AI tools with the theory of second language acquisition, ethical issues, and institutional barriers. On the other hand, AI literacy offers transformative possibilities via AI-enabled learning design, automated formative assessment, and innovative teacher professional development approaches. This study stresses the importance of developing AI literacy programs, discipline-specific training, and professional development programs in order to make English language teachers capable of using AI. The results of this research will be valuable for further ELT policies and practices regarding responsible, effective, and sustainable use of AI.

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