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Abstract
As generative artificial intelligence (GenAI) becomes increasingly integrated into language learning, many studies have reported that students demonstrate positive awareness of responsible AI use, information verification, and academic integrity. However, relatively little is known about whether these self-reported perceptions are consistently reflected in learners' actual practices. Addressing this gap, the present study explores the relationship between perceived and enacted critical AI literacy among Vietnamese upper-secondary EFL students.
An explanatory sequential mixed-methods design was employed. Quantitative data were collected from 141 students across three Vietnamese upper-secondary schools to examine their AI use, critical awareness, and ethical awareness. Semi-structured interviews with ten students were subsequently conducted to explain how these perceptions were enacted in authentic English learning situations.
The survey findings indicated that most students recognized that generative AI could produce inaccurate information and agreed that AI-generated content should be verified before use. However, interview data revealed that verification practices were often selective rather than consistent, depending on factors such as task difficulty, prior knowledge, and teachers' expectations. These findings suggest that awareness of responsible AI use does not always translate into corresponding learning practices.
The findings suggest that assessing critical AI literacy solely through self-report measures may provide only a partial understanding of how learners interact with AI in authentic educational contexts. Rather than viewing critical AI literacy simply as awareness of AI's limitations, the findings highlight the importance of examining how learners enact critical judgment when using AI. The study offers pedagogical implications by emphasizing the need to cultivate not only awareness but also learners' capacity to consistently enact critical evaluation and responsible AI use in authentic learning contexts.
Keywords: generative AI, critical AI literacy, explanatory sequential mixed methods, English language learning, Vietnamese EFL learners
