ai-literacy
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- PaperSystemForthcoming · 1 Aug 2026
Fostering ethical AI literacy and academic integrity through CEFR-based mediation pedagogy in secondary EFL classrooms
Miranda Karjagdi Çolak, Özgür Çelik
A study proposes a CEFR-based mediation pedagogy to foster ethical AI literacy and academic integrity in secondary EFL classrooms. It explores integrating mediation skills with critical AI awareness.
- PaperTESOL Quarterly8 Jul 2026
GenAI ‐Assisted Digital Multimodal Composing in TESOL Teacher Education
Benjamin Luke Moorhouse, Christoph A. Hafner, Tsz Ying Ho
This study explored how pre-service TESOL teachers integrated GenAI tools into a digital multimodal composing (DMC) project, where they composed a website at a Hong Kong university. Teachers used GenAI selectively for content creation (e.g., images, videos) and as a partner in idea generation and feedback, which fostered creativity, digital literacy, and critical reflection. Concerns about AI reliability and contextual constraints highlight the need for experiential learning and ethical guidance in TESOL teacher education.
Original abstract
This study explored how pre‐service TESOL teachers integrated GenAI tools into a Digital Multimodal Composing (DMC) project, composing a website, at a Hong Kong university. Specifically, it explored their decision‐making and cognitive engagement in the DMC process when they had autonomy in the use of GenAI tools. Drawing on a social practice perspective of literacy, the research explores how GenAI supports or complicates multimodal composing and the professional learning outcomes for TESOL pre‐service teachers. Data were collected through group and individual interviews with stimulated recall and analysis of group project websites. Findings reveal that all ten participating groups used GenAI tools, though in selective and strategic ways influenced by perceptions of tool efficiency, capabilities, authenticity, meaning‐making, and desired degree of involvement. GenAI was employed both for creating multimodal content (e.g., images, videos, and summaries) and as a partner in the composing process (e.g., idea generation and feedback). The DMC project fostered creativity, digital literacy, and critical reflection, with participants reporting increased confidence in multimodal and AI‐assisted pedagogies. However, concerns about AI reliability and contextual constraints in future teaching environments were identified. The study highlights the importance of experiential learning, explicit guidance, and ethical awareness for integrating AI and DMC in TESOL teacher education, offering practical implications for curriculum design in the GenAI era.