Exploring AI Literacy Self-Efficacy among Pre-Service EFL Teachers: A Case Study in the Vietnamese Context
DOI:
https://doi.org/10.54855/ijte.26643Keywords:
pre-service teachers, AI literacy, EFL, teacher educationAbstract
This case study aims to explore Vietnamese pre-service EFL teachers' awareness of AI literacy, their AI self-efficacy, and developmental needs. Using an explanatory mixed-methods approach, data were collected through a questionnaire administered to 85 pre-service EFL teachers and follow-up interviews with 08 of them at a public university offering initial teacher education in central Vietnam. The findings show that these pre-service teachers were generally familiar with the concept of AI literacy, well-aware of its role in EFL instruction, and strongly supported the inclusion of formal AI literacy training in teacher education programs. In addition, they perceived self-efficacy of AI literacy to be moderate, particularly in dimensions such as a human-centered mindset and AI application. However, these pre-service teachers still needed more structured, practice-oriented support to develop their AI competence, with a preferred mode of blended training. These findings can provide insights into pre-service teachers’ perceptions of their self-efficacy in AI-assisted language education and inform the design and delivery of targeted AI literacy training for teacher education programs.
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