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Description
This case study examines a primarily peer-led artificial intelligence (AI) literacy course for first-year students at a language-specialized university. Emerging from a student innovation initiative, the course was designed and delivered mainly by students as a short online training programme, with one expert-supported talkshow session. Situated within current discussions on artificial intelligence literacy, ethics, learner agency, and assessment in language education, the study investigates students’ perceived learning outcomes, demonstrated post-course outcomes, and the learning conditions that shaped their experience. Data were drawn from 2,260 student feedback responses, participation records, open-ended responses, post-course assessment results, and final learning products. Descriptive statistics were used to summarize participation and assessment results, while thematic coding was applied to students’ written reflections. Findings suggest that the peer-led model made introductory artificial intelligence learning more accessible and relatable to first-year language students. Students reported practical gains in using artificial intelligence tools for language learning, content creation, academic organization, and responsible technology use. However, the findings also indicate uneven depth of reflection and a need for clearer learning outcomes, assessment rubrics, and post-course support. The study offers implications for TESOL by showing how peer-led artificial intelligence literacy training can support responsible, student-centered, and scalable technology integration in language education.
Keywords: artificial intelligence literacy, peer-led learning, language education, learner agency, assessment
