oai:eurokd.com:article/1948 2026-05-05

Cultivating Critical AI Literacy in an ESL Academic Writing Classroom: A Reflective Inquiry Volume 4 Youngjoo Yi Ruonan Yang Critical AI Literacy AI-Assisted Writing Ethical AI Use <p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Book Antiqua', serif; color: black;">With the rapid rise of Artificial Intelligence (AI), AI literacy has become a critical issue in higher education, shifting the focus from basic use to ethical and critical engagement. Drawing on the AI literacy framework (Warschauer et al., 2023) and the critical APSE model (Wang &amp; Wang, 2025), this practitioner-inquiry examines classroom practices designed to foster critical AI literacy in an English as a Second Language (ESL) academic writing course. The findings reveal three key instructional practices that contribute to the development of critical AI literacy: (1) developing prompt literacy, (2) critically evaluating AI-generated outputs by composing counter-text, and (3) drafting AI use disclosure statements. These findings highlight pedagogical approaches that support students&rsquo; ethical, reflective, and critical engagement with AI tools in academic writing contexts.</span></p> Language Teacher Education Research 2026-02-06 Text https://api.eurokd.com/Uploads/Article/1948/lter.2026.04.03.pdf https://doi.org/10.32038/lter.2026.04.03 en Pages 43–50