All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

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.

lter.2026.04.03.pdf

Practitioner Inquiry

lter.2026.04.03.xml

Cultivating Critical AI Literacy in an ESL Academic Writing Classroom: A Reflective Inquiry

Electronic service (e-service) learning has considerable potential to promote engagement and interactions between people by liberating spatial constraints. Due to the pandemic situation, ordinary face-to-face service learning was impossible, but there was an urgent need to support adolescent English learners in communities. In accordance with the community needs, this phenomenological study explored Korean EFL preservice teachers’ experiences and perceptions of e-service learning, focusing on the collaborative nature of learning. Based on this, we collected data from multiple sources (i.e., interviews, reflective reports, and artifacts) from 23 Korean preservice teachers majoring in English language education and conducted interviews with six teachers. The qualitative analysis of these data reveals that the Korean EFL preservice teachers seem to see four essential benefits and strengths of e-service learning: (1) the construction of their teacher identity, (2) the development of teaching-related skills, (3) the fulfillment of EFL learner needs, and (4) a social impact. They also addressed several challenges of e-service learning. Findings provide EFL teacher educators and researchers with valuable insights into e-service learning as part of teacher education.

ltrq.2023.35.02.pdf

Original Research 

ltrq.2023.35.02.xml

Preservice Teachers’ Experiences with E-service Learning for Middle School Students in South Korea