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Description
As artificial intelligence (AI) becomes more accessible in educational settings, understanding how teachers evaluate and integrate AI into pedagogical practice has emerged as an important area of inquiry. Currently, previous studies have largely focused on teachers’ technological readiness and AI competence, however, limited attention has been paid to the relationships among AI literacy, algorithmic awareness, ethical decision making, and classroom implementation within a unified framework. This study, therefore, examined these relationships among Vietnamese high school EFL teachers. An explanatory mixed methods design was adopted. Questionnaire data were collected from 151 teachers and analyzed using descriptive statistics, Pearson correlation, and multiple regression analyses. To provide contextualized explanations for the quantitative findings, semi-structured interviews were conducted with six teachers and analyzed through thematic analysis. The findings indicated that participants reported relatively high levels of AI literacy and algorithmic awareness. Both variables significantly predicted ethical decision making, although algorithmic awareness emerged as the stronger predictor. Classroom implementation was primarily associated with AI literacy and ethical decision making, whereas algorithmic awareness did not exert a direct influence when other variables were controlled. Interview data further revealed that teachers’ decisions regarding AI use were shaped by an ongoing negotiation between instructional objectives, ethical responsibility, and professional judgment. The study contributes to the TESOL literature by suggesting that responsible AI integration depends not only on teachers’ ability to use AI tools but also on their capacity to critically evaluate algorithmic outputs and make informed pedagogical decisions.
Keywords: artificial intelligence, AI literacy, algorithmic awareness, ethical decision making, EFL teachers
