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Description
Artificial intelligence (AI) is rapidly transforming language education, making AI literacy an essential competency for future English language teachers. However, evidence regarding the AI literacy of Vietnamese pre-service EFL teachers remains limited. This study investigated the AI literacy profiles and development challenges of pre-service EFL teachers at a university to identify implications for teacher education. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 42 questionnaire responses using an adapted Artificial Intelligence Literacy Scale for Teachers (AILST), followed by semi-structured interviews with five participants to explain the quantitative findings. Results revealed that participants demonstrated a moderately high overall level of AI literacy, with the strongest performance in AI perception and AI ethics. In contrast, AI knowledge & skills and AI applications & innovation were noticeably weaker. Interview findings further indicated that limited technical competence, insufficient foundational AI knowledge, inadequate access to quality learning resources, financial constraints, and limited formal AI training restricted participants' ability to integrate AI confidently into language teaching. These findings suggest a gap between positive attitudes toward AI and practical classroom competence. The study argues that teacher education programs should move beyond raising awareness by embedding structured, practice-oriented AI literacy training that integrates technical, pedagogical, and ethical dimensions. Such initiatives can better prepare future EFL teachers for responsible and effective AI integration in language education.
Keywords: artificial intelligence, AI literacy, pre-service EFL teachers, teacher education, TESOL
